Integrating Cognitivism and Behaviorism
in Science Curriculum Development:
A Blended Learning Approach for 7th
to 9th Grade
Prepared By:
Samuel Whodowkeh Jacobs
(GPED 336)
Introduction
Cognitivism
Curriculum for 7th to 9th Grade
Behaviorism
Theoretical Framework
• Piaget's Cognitivism: Piaget's theory posits that learners
actively construct their knowledge through interactions with the
environment.
•
•
•
•
Sensorimotor Stage (Birth to 2 years)
Preoperational Stage (2 to 7 years)
Concrete Operational Stage (7 to 11 years)
Formal Operational Stage (11 years and older)
Theoretical Framework
• Piaget's Cognitivism: Piaget's theory posits that learners
actively construct their knowledge through interactions with
the environment.
•
•
•
•
Sensorimotor Stage (Birth to 2 years)
Preoperational Stage (2 to 7 years)
Concrete Operational Stage (7 to 11 years)
Formal Operational Stage (11 years and older)
• characterized by abstract thinking
• logical reasoning
• ability to think hypothetically
7th to 9th graders will be between the ages of 12 to 16
Theoretical Framework
• Skinner's Behaviorism: Behaviorism, as expounded by
Skinner, emphasizes observable behaviors and the role of
reinforcement in learning.
The Curriculum
• The Learners: The 7th to 9th grade is a critical period in a
student's academic journey, marked by significant cognitive and
social development. To address the diverse needs of students
in this age range, it is essential to design a curriculum
{science} that draws from multiple learning theories.
• The Content: Cognitivism emphasizes the mental processes
involved in learning, while behaviorism focuses on observable
behaviors. This paper advocates for a blended learning
approach that integrates these theories to create a
comprehensive and dynamic science curriculum.
Curriculum Design for Science: Grade
7
• The 7th-grade science curriculum seamlessly blends Piaget's
Concrete Operational stage and Skinner's behaviorism,
fostering a hands-on exploration of biology.
• In biology class, students will explore plant life processes through
hands-on experiments. For instance, they set up experiments to
observe how varying sunlight affects plant growth.
• Piaget's Concrete Operational thinking is evident as they actively
measure and record data, while Skinner's positive reinforcement, such
as praises for accurate observations, encourages active
participation and a positive attitude towards scientific exploration.
Curriculum Design for Science: Grade
8
• The 8th-grade science curriculum intricately weaves Piagetian
and Skinnerian strategies, challenging students to navigate
advanced biological concepts and physical science principles.
• In the 8th-grade science class, students embark on a project to observe and
analyze an ecosystem within the school environment.
• Applying concrete operational thinking, they collect tangible data while
navigating abstract ecological concepts. Positive reinforcement acknowledges
their logical decision-making skills, reinforcing engagement in the complex
scientific exploration.
Curriculum Design for Science: Grade
9
• The 9th-grade science curriculum adopts a holistic approach,
seamlessly weaving together Piagetian and Skinnerian
strategies, providing students with a comprehensive and
dynamic learning experience.
• In the 9th-grade science class, students will engage in scientific modeling to
simulate real-world phenomena like climate change.
• They apply theoretical knowledge in practical scenarios, fostering abstract
decision-making. The culminating project involves designing experiments,
integrating cognitive and behavioral strategies. Positive reinforcement
acknowledges thoughtful approaches, reinforcing engagement with the
scientific process.
Teacher's Role in Implementation
• Facilitators of Blended Learning:
• Teacher's role as facilitators in blended learning.
• Leveraging Piaget's cognitive principles and adapting to individual needs.
• Adaptability and Responsiveness:
• The importance of adaptability in addressing cognitive and behavioral needs.
• Responsive teaching methods for individual learning styles.
• Continuous Assessment and Feedback Loop:
• Importance of continuous assessment for insights into cognitive and behavioral
development.
• Timely feedback as a Skinnerian reinforcement tool.
• Creating a Supportive Environment:
• Shaping a positive learning environment for both cognitive and behavioral growth.
• Fostering collaboration, curiosity, and a growth mindset.
•
Teacher's Role in Implementation
• In 7th grade, teachers guide fun biology experiments, praising
students for keen observations.
• In 8th grade, teachers help explore ecosystems and cool
science ideas, giving thumbs up for smart thinking.
• In 9th grade, teachers mix cool ideas and experiments,
cheering on students for smart science decisions in a big
project.
Assessment Strategies
•
•
Throughout each grade level,
assessments will take the form of
ongoing evaluations during lessons
(formative assessments) and the
presentation
of
acquired
knowledge through engaging
projects
(performance-based
assessments).
Teachers will employ explicit
criteria (rubrics) to ensure
assessments
align
with
educational
objectives,
and
students' exemplary work will be
documented
in
portfolios,
providing
a
comprehensive
overview of their progress in
becoming adept in the field of
science.
Assessment Strategic
formative
assessments
performance-based
assessments
rubrics
7th
Regular checks during
experiments to see
how well Students are
understanding and
applying concepts.
Grade
8th
Regular discussions
about the complexities
of ecosystems, where
students can show
their growing
understanding.
9th
Regular check-ins
during scientific
modeling activities,
making sure students
are connecting
theoretical concepts
to real-world
scenarios.
Students final project Projects on ecological The culminating
on plant biology,
observations and
project on designing
where they showcase chemical reactions,
experiments,
what they have
allowing students to
combining cognitive
learned through
apply both concrete
and behavioral
hands-on activities.
and abstract thinking. strategies, is like their
big showcase of
becoming a science
expert.
Teachers will use clear criteria (rubrics) to evaluate students’
experiments, making sure they align with national objectives
.
Challenges and Solutions
• Challenges in Blended Learning
• Balancing hands-on and theoretical learning.
• Meeting diverse learning preferences.
• Teamwork for Effective Learning
• Emphasizing teamwork among teachers, lesson planners, and
policymakers.
• Ensuring a learning environment that works for everyone.
• Strategies for Overcoming Challenges
• Differentiation and scaffolding as effective strategies.
• Customizing instruction and providing structured support.
Conclusion
• The integration of Piagetian and Skinnerian strategies in the development of 7th to 9th-grade
science curriculum offers a transformative approach to education.
• By seamlessly blending cognitive and behavioral theories, we aim to create a learning
environment that caters to diverse learning styles, fosters engagement, and ensures
effectiveness.
• The role of teachers as facilitators becomes pivotal in this process, shaping a supportive
atmosphere where students not only grasp scientific concepts but also develop critical
thinking skills.
• While challenges in implementation are acknowledged, the strategies presented, coupled
with a commitment to continuous improvement, pave the way for a future-focused, wellrounded, and engaging educational journey for 7th to 9th-grade students.