M P H I L T H E S I S D E F E N S E

B Y

K A R N A B A H A D U R C H O N G B A N G

S U P E R V I S O R : A S S O C . P R O F . P E S H A L K H A N A L , P H . D .

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Instruction in Classroom-situated Cognitive Multiplicity of higher

Education: An Understanding Pedagogy

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Researcher on a facilitating role

Interaction-based thesis orientation for the students of Masters Degree in Education

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Classroom instructional context of higher education

Students of M. Ed. first year participating in the classroom instruction of mono-method or linear instruction

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Technologically, on the way of transformation of the classrooms

The students waiting for classroom instruction with power point in the class of Masters Degree in Education majoring Biology Teaching Education.

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Outline of the Presentation

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General feature of the thesis

Previous researches yet to enter

Justification of the study

Research questions

Philosophical grounding

Theoretical consideration

Research methodology

Classroom situated cognitive practice into praxis

Pedagogical practice into praxis

Major findings

Conclusion

Implications

General Features of the Thesis

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Thesis journey from lived experience of classroom context

Multi-paradigmatic world view, multi-theories, multi-

disciplines and multi-methods

Qualitative sounding but quantitative silence

Nine chapters and 156 pages in the thesis

Researcher inclusive research

Understanding and exploring intersections of the classroom

cognitions and pedagogical practices

Previous Researches Yet to Enter

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Asian Development Bank(2014) and

HMG/UNDP/World Bank Project (1995) have found

lecture method being used by the instructors are

traditional and ineffective.

The research of this thesis intended to explore, really

lecture method is not effective?, and it has explored

cognitive rationality of ineffectiveness of the lecture

method.

Justification of the Study

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Finds the cognitive grounds of the students who were

characterized by cognitively inactive

Finds the cognitive bases of classroom pedagogy in the

higher education

Thrusts to re-conceptualize a pedagogy in context of the

cognitive multiplicity/diversities of the classroom in the

higher education.

Research Questions

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Why are the cognitions of all students not activated in the classroom?

How are the pedagogical practices working in the classroom?

What would be the pedagogical design to respond the cognitive multiplicity/ complexity of higher education classroom?

Philosophical Grounding

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Multi- paradigmatic approach:

Ignores philosophic/paradigmatic captivity

Paradigmatic compatibility in human life

Objective and subjective constructions

Eclecticism

Confluence of paradigms(Guba & Lincoln, 2005)

Unavoidable in the human life and practice

Theoretical Considerations

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Theories involved in intersection of cognition and pedagogy

Multi- disciplinary perspectives to understand cognition: psychology, personal philosophy and education

Pedagogical understanding: teaching, instruction, pedagogy and andragogy, (yet to knock to Heutagogy, Hase & Kenyon, 2000)

Research Methodology

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Research design: Qualitative sounding and quantitative silence research design

Research methods: Analytic auto-ethnography-led interview and FGD, participant observation, unobtrusive measures and open-ended questionnaire.

Research site, research participants and sampling : Campuses of Kathmandu valley and out-skirt of it;

25 teachers, 50 students and 4 papers of examinees; and

purposeful, convenience, stratified nonrandom and accidental sampling

Translating the Classroom Situated Cognition into Praxis

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Approaching to cognition through meta-cognition

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Object level(Cognition)

Co

ntro

l

Mo

nit

ori

ng

Cognition as the basis of learning: A Critical Review

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Inherent

cognitivism

Inherent information

processing

Social

Cognitivism

Behavior imitation

cognition

Type-III

Cognitive

learning

Type-II

Cognitive

learning

Behavioristic

Cognitivism

Type-I

Cognitive

learning

Social

constructivism

Social interaction

cognition

Type-IV

Cognitive

learning

Cognition from Triadic Disciplinary Perspectives

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Classroom cognitionSelf-system

Meta-cognitionCognition

(retrieving, understanding,

organization, synthesis, ..)

Psychology(Cognition)

Education(Learning)

Philosophy

(Epistemological

belief)

Cognitive Diversities/Multiplicities in Classroom

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Dimensions of

cognitive

diversity/multiplicit

y/complexity in

classroom

Cognitive processCognitive style

Thought systemContent

schemata

Translating the Pedagogical Practice into Praxis

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Understanding Practiced Pedagogy: Three -tiered Pedagogical Paradigm

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Lecture method

Knowledge dissemination Information delivery

Content –driven pedagogy

Content-valued pedagogy Instructor as non responsive

Grand narrative -derived contents

Universal theories of western culture(Sim, 2011)

Grand narratives through modernism(Lyotard, 1979)

Conceptualizing Pedagogical Transformation

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Realization of the flaws of using lecture method to respond the students’ cognition

Critical reflective practice (Brookfield, 1995) as vehicle to transform personal pedagogical practice through the stages of examination, struggle and tranformation (Larrivee,2000)

Possession of transformative disposition of the educators

Authenticity of pedagogical practice

Transforming the pedagogical praxis in the professional life: complex adaptive system(Tosey, 2002)

Major Research Findings

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Classroom Situated Cognition

Academic content-shaped schemata of the students as impact of lock step system of formal curriculum.

Classroom instruction was found tended to the formation of Purposive Memory.

Language schemata was found as barrier in the formation of content schemata.

Two categories of students’ cognitive multiplicity: substantive multiplicity (content schemata and thought system) and cognitive procedural multiplicity (cognitive style and cognitive process)

Cont…

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Pedagogical Practices

Three tiered paradigm of practiced pedagogy: grand narrative-derived content, content driven pedagogy and lecture method

Classroom instruction was found as knowledge dissemination and information delivery.

Pedagogical mono-method was found not sufficient to respond or to intersect the multiplicity and complexity of classroom cognition in the higher education.

Cont…

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Lecture method was found being favored by the few students who had FID cognitive style.

Integrated Pedagogical Approach was found comparatively more effective to respond the students with diverse cognition and with far distracted conceptual learning.

Cont…

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Pedagogical Transformative Disposition

Transformative dispositions: requires cognitive engagement, schematic activation etc.

Every instructor has developed and on the way to develop a teaching style and behavior through reflective practice which have satisfied students in terms of content sufficiency and presentation.

Cont…

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Pedagogical transformation occurred in the academic professional life of instructor was felt not sufficient with out Higher Education Pedagogical Program.

Conclusion

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Pedagogical Program for Higher Education Instruction is required to transform the higher education classroom instruction.

Critical Integrated Pedagogical Approach/Design is the way to intersect the multiplicity of the students’ cognitions and to respond the classroom cognitive complexity.

Critical Integrated Pedagogy

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Ped

agogic

al A

pp

roach

es

Argument, dialog,

oral-written

discourse etc.

Implications

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to extend pedagogical theories towards the pedagogical complexity approach/critical integrated pedagogical approach

to think of Program for Higher Education Pedagogy

to extend the pedagogical research in the higher education

to think of pedagogical practice for cognitive activation and engagement

Instructor as an ice-breaker of cognitive learning and caretaker of

thought systems of classroom!

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Thank you !

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