Most Important "Theory" Blog

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:

     http://www.ilt.columbia.edu/ilt/papers/Spiro.html

Kearsley, G. (2000). Cognitive flexibility theory. [On-line]. Available:

     http://www.gwu.edu/~tip/spiro.html