PRAXIS:Pedagogy 5153 Questions and Answers
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Terms in this set (127)
▪ 3 Modes of Knowledge Representation (way in
which info is stored/encoded in memory)
• Enactive representation (action-based)
o 0-1 year, thinking based on physical actions (learn
by doing)
o Continues later with physical activities like learning
to ride a bike
o Difficult to describe as iconic or symbolic
o Ex. in the form of movement as a muscle memory, a
baby might
remember the action of shaking a rattle
• Iconic representation (image/picture-based)
Bruner (cognitivism)
o 1-6 years, info stored as sensory images/icons
(visual, hearing, smell,
touch) in the mind
o Why it is helpful to have diagrams/illustrations when
learning a new topic
• Symbolic representation (language/word-based)
o 7+ years, info stored in form of a code or symbol
such as language, music,
words, mathematical symbols, etc.
o Symbols are flexible (can be manipulated, ordered,
classified, etc.)
o Develops fast
, suggests it is effective when faced with new material
to follow a progression from enactive to iconic to
Constructivist Theory - symbolic representation (all learners are capable of
learning any material so long as the instruction is
organized properly)
aim should be to create autonomous learners
(learning to learn); purpose not to impart knowledge
but to facilitate a child's thinking and problem-solving
Educational Implication of skills (students are active learners who construct their
Constructivist own knowledge - discovery learning); should develop
symbolic thinking in children; ALL students can
understand complex information when organized
properly (gradually increasing difficulty)
Piaget 4 stages of cognition
birth-2 years, acquire knowledge through sensory
experiences and manipulating objects (experience
through basic reflexes, sense, and motor responses)
o Infant knows the world through their movements
and sensations
o Children learn about the world through basic
actions such as sucking, grasping, looking, and
1. Sensorimotor Stage listening
o Infants learn that things continue to exist even
though they cannot be seen (object permanence)
o They are separate beings from the people and
objects around them, so they can begin attaching
names/words to objects
o They realize that their actions can cause things to
happen in the world
, 2-7 years
o Begin to think symbolically and learn to use
words/pictures to rep. objects
o Tend to be egocentric and struggle to see things
from other perspectives
2. Preoperational Stage
o While getting better with language/thinking, still
tend to think concretely (become better at pretend
play)
o Struggle with constancy (equal parts in different
shapes, choose larger looking part)
7-11 years
o Begin to think logically about concrete events
o Begin to understand concept of conservation (the
amount of liquid in a short, wide cup is equal to that in
a tall, skinny glass)
o Thinking becomes more logical and organized, still
3. Concrete Operational
very concrete
Stage
o Begin using inductive logic, or reasoning from
specific info to a general principle
o Better at thinking from other perspectives and
understand that their thoughts/feelings/opinions are
unique and not everyone shares them
o Struggle w/ abstract and hypothetical concepts
12+ years
o Begins to think abstractly and reason about
hypothetical problems ▪ See multiple potential
solutions
4. Formal Operational o Ability to systematically plan for the future
Stage o Begin to think more about moral, philosophical,
ethical, social, and political issues that require
theoretical and abstract reasoning
o Begin to use deductive logic, or reasoning from a
general principle to specific info
Save
Terms in this set (127)
▪ 3 Modes of Knowledge Representation (way in
which info is stored/encoded in memory)
• Enactive representation (action-based)
o 0-1 year, thinking based on physical actions (learn
by doing)
o Continues later with physical activities like learning
to ride a bike
o Difficult to describe as iconic or symbolic
o Ex. in the form of movement as a muscle memory, a
baby might
remember the action of shaking a rattle
• Iconic representation (image/picture-based)
Bruner (cognitivism)
o 1-6 years, info stored as sensory images/icons
(visual, hearing, smell,
touch) in the mind
o Why it is helpful to have diagrams/illustrations when
learning a new topic
• Symbolic representation (language/word-based)
o 7+ years, info stored in form of a code or symbol
such as language, music,
words, mathematical symbols, etc.
o Symbols are flexible (can be manipulated, ordered,
classified, etc.)
o Develops fast
, suggests it is effective when faced with new material
to follow a progression from enactive to iconic to
Constructivist Theory - symbolic representation (all learners are capable of
learning any material so long as the instruction is
organized properly)
aim should be to create autonomous learners
(learning to learn); purpose not to impart knowledge
but to facilitate a child's thinking and problem-solving
Educational Implication of skills (students are active learners who construct their
Constructivist own knowledge - discovery learning); should develop
symbolic thinking in children; ALL students can
understand complex information when organized
properly (gradually increasing difficulty)
Piaget 4 stages of cognition
birth-2 years, acquire knowledge through sensory
experiences and manipulating objects (experience
through basic reflexes, sense, and motor responses)
o Infant knows the world through their movements
and sensations
o Children learn about the world through basic
actions such as sucking, grasping, looking, and
1. Sensorimotor Stage listening
o Infants learn that things continue to exist even
though they cannot be seen (object permanence)
o They are separate beings from the people and
objects around them, so they can begin attaching
names/words to objects
o They realize that their actions can cause things to
happen in the world
, 2-7 years
o Begin to think symbolically and learn to use
words/pictures to rep. objects
o Tend to be egocentric and struggle to see things
from other perspectives
2. Preoperational Stage
o While getting better with language/thinking, still
tend to think concretely (become better at pretend
play)
o Struggle with constancy (equal parts in different
shapes, choose larger looking part)
7-11 years
o Begin to think logically about concrete events
o Begin to understand concept of conservation (the
amount of liquid in a short, wide cup is equal to that in
a tall, skinny glass)
o Thinking becomes more logical and organized, still
3. Concrete Operational
very concrete
Stage
o Begin using inductive logic, or reasoning from
specific info to a general principle
o Better at thinking from other perspectives and
understand that their thoughts/feelings/opinions are
unique and not everyone shares them
o Struggle w/ abstract and hypothetical concepts
12+ years
o Begins to think abstractly and reason about
hypothetical problems ▪ See multiple potential
solutions
4. Formal Operational o Ability to systematically plan for the future
Stage o Begin to think more about moral, philosophical,
ethical, social, and political issues that require
theoretical and abstract reasoning
o Begin to use deductive logic, or reasoning from a
general principle to specific info
