Develop bridging techniques linking cognitive strategies to content knowledge areas¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends developing bridging techniques within the Instrumental Enrichment program so that cognitive strategies are linked to content knowledge areas such as physics, biology, or mathematics, a direction the authors say may produce a synthesis between Vygotsky's notion of scientific concepts and Feuerstein's emphasis on cognitive strategies. This responds to findings that cognitive strategy effectiveness is limited when learners' content knowledge is organized around non-scientific, everyday experience, and that extensive bridging between the innovative program and traditional classroom instruction did not generally occur in the Philadelphia study.

Design Implications¶

Context¶

Requirements¶

• Cognitive strategies must be linked to content knowledge areas for learners to identify contradictions, since everyday experience can interfere with the logical train of thought.

Constraints¶

• The article presents this as future research rather than a tested technique; how to bridge classroom IE experience to mathematics construct learning is named a topic of needed future research.

Target Learners¶

• middle-grade minority students and adult learners with everyday-experience-based content knowledge

Target Learning Goals¶

• contradiction identification, analytic and exploratory strategies, and transfer of cognitive strategies to subject-matter learning

Related Strategies¶

• Iterative improvements and interdisciplinary integration for the next course iteration

Examples¶

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Key Sources¶

• Presseisen, Barbara Z.; Kozulin, Alex. (1992). Mediated Learning--The Contributions of Vygotsky and Feuerstein in Theory and Practice. https://eric.ed.gov/?id=ED347202