Skip to main navigation menu Skip to main content Skip to site footer
PARIDNYA- The MIBM Research Journal

Articles

Volume 9, Issue 1, January 2023

Indicators for Developing Effective Pedagogic Practice Based on Behavioural Science To Facilitate Mentee’s Achieve Higher-Order Cognitive Skills

Published
2023-01-01

Abstract

For years, we have been fascinated by using the appropriate tools to make learning more efficient. Better mentors are the ones who keep themselves abreast of the methods of disseminating the knowledge, which is not only a matter of expertise in knowledge transfer but also the application of behavioral science for better end results. When we discuss knowledge accumulation, we must discuss the cognitive aspects of processing, understanding, and reasoning. Theoretically, cognitions are divided into lower-order and higher-order cognitions; lower-order cognitions help one memorize, whereas higher-order cognitions help the person understand, relate, and apply the knowledge. High-order cognitions are also known as high-order thinking skills; some of the skills involved are analysis, evaluation, conceptualization, synthesis, brainstorming, and decision-making based on a systemic thought process. The research paper deals with a review of various theories and research articles to seamlessly aggregate the knowledge and create a comprehensive understanding of facilitating cognitive growth in the mentees. In order to generalize the findings to all roles of imparting and receiving knowledge, the terms mentor and mentee have been used to allow inclusivity of different situations and stages of learning.

Keywords

  • Pedagogy
  • Cognition
  • Knowledge
  • Psychology

How to Cite

Ekbote, N., & Harpale, V. (2023). Indicators for Developing Effective Pedagogic Practice Based on Behavioural Science To Facilitate Mentee’s Achieve Higher-Order Cognitive Skills. PARIDNYA- The MIBM Research Journal, 9(1), 01–07. Retrieved from http://www.mibmparidnya.in/index.php/PARIDNYA/article/view/172920

References

  1. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  2. Barak, M., Ben-Chaim, D., & Zoller, U. (2007). Purposely Teaching for the Promo-tion of Higher-order Thinking Skills: A Case of Critical Thinking. Research in science education. Springer.
  3. Bartlett, F. C. (1958). Thinking: An experimental and social study. London: Allen & Unwin.
  4. Burgoyne, A. P., & Engle, R. W. (2020). Attention Control: A Cornerstone of Higher-Order Cognition. Association for psychological science, 1-7.
  5. Chomsky, N. (2008). The Essential Chomsky. London: The Bodley Head.
  6. Cuban, L. (1984). Policy and research dilemmas in the teaching of reasoning: Unplanned designs. Review of Educational Research, 655-681.
  7. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students' Learning With Effec-tive Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the, 4-58.
  8. Fabien, M., Mustapha, C., & Nelson, C. (2018). Simple and Complex Working Memory Tasks Allow Similar Benefits of Information Compression, journal of cognition, 1-12.
  9. Kahneman, D. (2011). Thinking fast and slow. New Delhi: Thomson Press India Ltd.
  10. Kahneman, D. (2011). Thinking Fast and Slow. New Delhi: Penguin Random House UK.
  11. Levine, D., & Melvin. (2009). Differences In Learning and Neurodevelopmental Function In School-age Children. In W. B. Carey, A. C. Crocker, W. L. Coleman, E. R. EUas, & H. M. Feldman, Developmental-Behavioral Pediatrics (fourth edition) (pp. 535-546). Philadelphia: Elsevier Inc.
  12. Lewis, A., & Smith, D. (2009). Defining Higher Order Thinking. Theory Into Practice, 37-41.
  13. Maier, N. (1933). An aspect of human reasoning. British Journal of Psychology, 144- 155.
  14. Pressley, M. G. (1989). Pressley, M., Goodchild, F., Fleet, F., Zajchowski, R., & Evans, E. The Elementary School Journal, 301-342.
  15. Rahim, M. A. (2014). A Structural Equations Model of Leaders' Social Intelligence and Creative Performance. CREATIVITY AND INNOVATION MANAGEMENT, 44-56.
  16. Resnick, L. (1987). Education and learning to think. Washington, DC: National Acad-emy Press.
  17. Shipstead, Z. H. (2016). Working memory capacity and fluid intelligence: Maintenance and disengagement. Perspectives on Psycho-logical Science, 771-799.
  18. Tobin, K., Kahle, J., && Fraser, B. (1990). Windows into science classrooms: Problems associated with higher-level cognitive learning. London, UK: Falmer.
  19. Unsworth, N., Redick, T. S., Heitz, R. P., M, B. J., «& Engle, R. W. (2009). Complex working memory span tasks and higher-order cognition: A latent-variable analysis of the relationship between processing and storage. Memory, 624-634.
  20. Yadav, K. (2022, December 6). Pedagogy as a Tool of Effective Teaching and Learning. Retrieved December 12, 2022, from Evelyn Learning: https://www.evelynleaming.com/ pedagogy-as-a-tool-of-effective-teaching-and-leaming/
  21. Young, J. L., & Goodman, D. W. (2016, November 17). Adult AttentionDeficit/Hyperactivity Disorder Diagnosis, Management, and Treatment in the DSM-5 Era. Retrieved December 26, 2022, from Pubmed: https://pubmed.ncbi.nlm.nih.gov/ 27907271/

Downloads

Download data is not yet available.