Instruction in Classroom-Situated Cognitive Multiplicity of Higher Education. An Understanding Pedagogy

Inhaltsverzeichnis (Table of Contents)

• Abstract
• Acknowledgements
• Chapter 1: Introduction
• 1.1: Background of the Study
• 1.2: Statement of the Problem
• 1.3: Objectives of the Study
• 1.4: Significance of the Study
• 1.5: Conceptual Framework
• 1.6: Definition of Key Terms
• 1.7: Organization of the Thesis
• Chapter 2: Review of Related Literature
• 2.1: Cognitive Multiplicity
• 2.1.1: Cognitive Process
• 2.1.2: Cognitive Style
• 2.1.3: Content Schemata
• 2.1.4: Thought System
• 2.2: Pedagogical Approaches
• 2.2.1: Traditional Pedagogy
• 2.2.2: Constructivist Pedagogy
• 2.2.3: Critical Pedagogy
• 2.3: Classroom Situated Cognition
• Chapter 3: Methodology
• 3.1: Research Design
• 3.2: Research Setting
• 3.3: Participants of the Study
• 3.4: Data Collection Procedures
• 3.4.1: Participant Observation
• 3.4.2: Interview and Group Discussion
• 3.4.3: Open-ended Questionnaire
• 3.4.4: Unobtrusive Measures
• 3.5: Data Analysis Procedures
• 3.6: Validity and Reliability
• 3.7: Ethical Considerations
• Chapter 4: Findings and Discussion
• 4.1: Cognitive Multiplicity in the Classroom
• 4.2: Current Pedagogical Practice and Cognitive Diversities
• 4.3: Pedagogical Transformation
• 4.4: Program for Higher Education Instruction
• 4.5: Critical Integrated Pedagogy
• Chapter 5: Conclusion and Implications

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This thesis aims to investigate the cognitive diversity in higher education classrooms and explore pedagogical approaches to address the needs of cognitively inactive students. It seeks to understand how cognitive processes, styles, schemata, and thought systems affect student engagement and learning in higher education.

• Cognitive Multiplicity in Higher Education
• The Impact of Pedagogical Practices on Cognitive Diversity
• The Need for Pedagogical Transformation in Higher Education
• The Development of a Program for Higher Education Instruction
• The Proposal of Critical Integrated Pedagogy as a Pedagogical Approach

Zusammenfassung der Kapitel (Chapter Summaries)

Chapter 1 introduces the background, problem statement, objectives, significance, conceptual framework, key terms, and organization of the thesis. It sets the stage for the study by outlining the context and rationale for the research.

Chapter 2 provides a comprehensive review of relevant literature on cognitive multiplicity, pedagogical approaches, and classroom situated cognition. It establishes the theoretical foundations for the study and informs the research design.

Chapter 3 outlines the research methodology, including the research design, setting, participants, data collection procedures, data analysis, validity and reliability, and ethical considerations. It provides a detailed account of how the study was conducted.

Chapter 4 presents the findings of the study, which are derived from the data analysis. It discusses the implications of the findings and their relevance to the research questions and objectives.

Schlüsselwörter (Keywords)

The key keywords and focus topics of this thesis include: cognitive multiplicity, pedagogy, higher education, classroom situated cognition, pedagogical transformation, critical integrated pedagogy, cognitive diversity, student engagement, and learning.