DOI: https://doi.org/10.36719/2706-6185/57/162-167
Sevda Abdullayeva
Baku State University
Master's student
https://orcid.org/0009-0004-9616-4778
sevdaabdullayevaali@gmail.com
Cognitivism and Behaviorism in Education
Abstract
The article provides a comparative analysis of two key concepts: behaviorism and cognitivism within modern pedagogical and psychological activities. The research aims to determine the functioning and influence of these approaches on the effectiveness of learning activities and educational strategies. The concept of behaviorism examines the role of stimuli, reactions, and reinforcement, where learning is interpreted as an external change in the subject's behavior. Behaviorism allows for the easy measurement of student success, the effectiveness of skill formation, repetition, and consolidation. The downside is the lack of consideration for internal thoughts, motivation, and understanding, focusing strictly on outward behavior. Within the framework of cognitivism, attention is directed toward the individual's thought process, memory structures, and the mechanisms of perception, processing, and storage of information. Cognitivism promotes the development of thinking, adaptability, and the formation of skills and abilities. This concept poses difficulties in evaluating results, which are conducted based on qualitative and quantitative analysis. This paper examines the integration of elements from both concepts into the modern educational process. It is stated that the effective organization of learning involves the formation of certain behavioral reactions, the development of cognitive activity, critical and logical thinking, and independent operational skills.
Consequently, the synthesis of behaviorist and cognitive learning strategies contributes to increasing the efficiency and productivity of the educational process and the development of the student's personal and individual qualities.
Keywords: cognitivism, behaviorism, thinking, skill, memory, ability, analysis