Spiro et al (1999) writes that Cognitive flexibility theory is a
learning theory that enables teachers to promote the use of educational technologies
in the learning process as well as allowing students to delve deeper into the
complexities associated with the middle school curriculum. Learning theories shape how teachers design educational environments for their students. For
example, constructivist learning
theories encourage lessons that allow students to relate new information to prior knowledge, recognize the complexity of concepts, and create new knowledge
structures. However, content is
often presented in a relatively simplistic manner and the depth of knowledge
inherent in the intended learning objectives is not recognized nor understood
by students. The
importance of the Cognitive flexibility learning theory, is that it builds
on constructivism and work done in media and learning interaction, can assist
teachers in structuring activities that avoid oversimplification of complex
concepts (Spiro et al 1999).
This theory did not change
your views or ideas about educational technology or distance education research,
due to the fact Cognitive flexibility is a learning theory
that “focuses on the nature of learning in complex and ill-structured domains”
(Kearsley, 2000) and separates itself from many theories because it deals with the acquisition of advanced knowledge. Therefore
I would
use this theory in future research, due to Spiro (1999) state, that cognitive flexibility, is the ability
to spontaneously restructure one’s knowledge, in many ways, in adaptive
response to radically changing situational demands… this is a function of both
the way knowledge is represented (e.g., along multiple rather than conceptual
dimensions) and the processes that operate on those mental representations
(e.g., processes of schema assembly rather than intact (schema retrieval) (p.
165). When teaching varies lesson, you are structuring that person way of
thinking, especially teaching Math. In Math class many students learning to
solve math problems, and is concreted with one method, however, there are other
methods that can be used. By using cognitive flexibility theory, can
restructure the students’ way of thinking of how to use other methods of
solving Math problems.
Reference(s)
Spiro, R.J., Feltovich, P.J., Jacobson, M.L.,
& Coulson, R.L. (1999).Cognitive flexibility,
constructivism,
and hypertext: Random access instruction for advanced knowledge
acquisition
in ill-structureddomains. [On-line]. Available:
Kearsley,
G. (2000). Cognitive flexibility theory. [On-line]. Available:
http://www.gwu.edu/~tip/spiro.html
