Cognitive approaches to science and mathematics instruction for middle school students

Peer Response

Jen Vollmer states time should be limited to about 15 minutes per class for middle school students because their capacity for short term memorization is at that limit. This makes sense to me and her point about the negative effects of block scheduling—namely that the long time frames place too much demand on students at that age—also makes a lot of sense. She notes that “an awareness of these cognitive concepts leads me to two specific ideas regarding teaching science and mathematics from the cognitive perspective”—the first being science should be a course that is held every day and that classes should be shortened to at least 45 minutes instead of 70 minute allotments. This would help students to focus more. Jen’s points are well made and align with the highlights of the cognitive approach in Bruning, Schraw and Norby (2011).
Ana Seo emphasizes the role that “experience-based science instruction” can have on young students. Her point is that this type of education allows students to see outside the classroom and to apply their learning in real-world situations. By giving them this type of instruction they can see first-hand how learning is of use beyond the classroom. It is a good way to get them engaged in the lesson, so I agree with the point that she makes. I would also like to implement this style of instruction in my classroom as I can see the good that it would do for students. Essentially it allows them to hone in on the discipline, to learn the skills they will need in the real world, and develop a sense of how to take these skills with them as they grow and leave the school room.

References

Bruning, R. H., Schraw, G. J., & Norby, M. M. (2011). Cognitive psychology and instruction (5th ed.). Boston: Pearson.