Cognitive Science and Learning Environment in Rural Areas of Punjab

Authors

  • Ayesha Rehman Department of Education, Lahore College for Women University, Lahore, Punjab, Pakistan.
  • Saima Khan Department of Communication and Media Studies, University of Sargodha, Sargodha, Punjab, Pakistan.
  • Anjum Zia Dean, School of Media and Communication Studies, University of Management and Technology, Lahore, Punjab, Pakistan.

DOI:

https://doi.org/10.54183/jssr.v3i1.123

Keywords:

Cognitive Science, Rural Punjab, Transmissive, Constructive, Learning Environment

Abstract

There is a difference in the learning environment between rural and urban areas. When compared with rural areas, urban areas are always found to have better facilities with regards to learning. When it comes to academic achievements and career development, science is the most preferred field of study. Parents and students, particularly in rural areas, have developed the belief that science is the only path to a successful future career. This study explores the cognitive sciences and learning environment in rural Punjab. For this purpose, rural areas of Punjab (Sargodha, Mianwali, and Rajanpur) have been selected. The current study implies qualitative research methods, i.e., in-depth interviews. While using the purposive sampling technique, a sample size of 12 respondents (4 students, 4 parents, and 4 teachers) has been defined. Findings of the study reveal that students in rural Punjab are highly inclined to study science, but the study environment in rural Punjab is of the transmissive type. Students face challenges while studying science in a transmissive environment. According to one study, there is a need in rural Punjab for proper facilities that can help students study science in a more teacher-student friendly environment. 

 

Author Biography

Ayesha Rehman, Department of Education, Lahore College for Women University, Lahore, Punjab, Pakistan.

 

 

References

Aslam, M., Malik, R., Rawal, S., Rose, P., & Vignoles, A. (2019). Do government schools improve learning for poor students? Evidence from rural Pakistan. Oxford Review of Education, Vol 45 (6), 802-824.

Atomatofa, R., & Ewesor, S. (2008). The integrated science teacher in the successful implementation of integrated science curriculum in Nigeria. 7th annual conference of NARD. Abuja.

Atomatofa, R., Okoye, N., & Igwebuike, T. (2016). Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria. Universal Journal of Educational Research, Vol 4, 1471-1478.

Babcock, P., & Marks, M. (2011). The falling time cost of college: Evidence from half a century of time use data. Review of Economics and Statistics, Vol 93 (2), 468-478.

Beer, R. D. (2000). Dynamical approaches to cognitive science. Trends in cognitive sciences, Vol 4 (3), 91-99.

Berto, R. (2005). Exposure to restorative environments helps restore attentional capacity. Journal of environmental psychology, Vol 25 (3), 249-259.

Carey, S. (1986). Cognitive science and science education. American psychologist, Vol 41 (10), 11-23.

Carrell, S. E., & West, J. E. (2010). Does professor quality matter? Evidence from random assignment of students to professors. Journal of Political Economy, Vol 118 (3), 409-432.

Espenshade, T. J., & Radford, A. W. (2009). No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life. Princeton: Princeton University Press.

Fabris, C. P., Rathner, J. A., Fong, A. Y., & Sevigny, C. P. (2019). Virtual reality in higher education. International Journal of Innovation in Science and Mathematics Education, 27 (8).

Favela, L. H. (2020). Cognitive science as complexity science. Wiley Interdisciplinary Reviews: Cognitive Science, Vol 11 (4), 15-25.

Foley, H. J., & Bates, M. (2019). Sensation and perception. Routledge.

Gibson, E., Futrell, R., Piantadosi, S. P., Dautriche, I., Mahowald, K., Bergen, L., &

Levy, R. (2019). How efficiency shapes human language. Trends in cognitive sciences, Vol 23 (5), 389-407.

Guzman, G. (2009). What is practical knowledge? Journal of Knowledge Management Vol 13 (4), 86-98.

Idris, O. A. (2016). Investigating Instructors’ Perspectives towards Student-Centered Learning in Teaching English Language . American Journal of Educational Research, Vol 4 (20), 1317-1322.

Isac, D., & Reiss, C. (2013). I-language: An introduction to linguistics as cognitive science. . Oxford: Oxford University Press.

Issa, N., Mayer, R. E., Schuller, M., Wang, E.,

Shapiro, M. B., & DaRosa, D. A. (2013). Teaching for understanding in medical classrooms using multimedia design principles. Medical education, Vol 47 (4), 388-396.

Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008). The Advantage of Abstract Examples in Learning Math. Science, Vol 320 (5875) , 454-455.

Kelley, K. S., & Littenberg, B. (2019). Dichotic Listening Test–retest reliability in children. Journal of Speech, Language, and Hearing Research, Vol 62 (1), 169-176.

Kelly, S. N., & Veronee, K. (2019). High school students’ perceptions of nontraditional music classes. Bulletin of the Council for Research in Music Education, (219), 77-89.

Kiriktaş, H., & Eslek, S. (2017). The Experience of Assessing Out-of-School. Universal Journal of Educational Research Vol 5 (8), 1410-1424.

La Rochelle, J. S., Durning, S. J., Pangaro, L. N., Artino, A. R., van der Vleuten, C. P., & Schuwirth, L. (2011). Authenticity of instruction and student performance: a prospective randomised trial. Medical education, Vol 45 (8), 807-817.

Lancaster, R. W. (2017). A comparison of student-centered and teacher-centered learning approaches in one alternative learning classroom environment. Arkansas State University.

Major, D. (2005). Learning through work-based learning. In Enhancing Teaching in Higher Education (pp. 35-44). Routledge.

Malau-Aduli, B. S., Alele, F. O., Heggarty, P., Teague, P. A., Sen Gupta, T., & Hays, R. (2019). Perceived clinical relevance and retention of basic sciences across the medical education continuum. Advances in Physiology Education, Vol 43 (3), 293-299.

Masouleh, N. S., Jooneghani, R. B., Branch, J. A., & Iranote, L. S. (2012). Learner-Centered Instruction: A Critical Perpective. Journal of Education and Practice, Vol 3 (6), 50-59.

Mostafa, A. R. (2017). Creating a positive learning environment for adult. International Journal of Learning and Teaching, Vol 9 (3), 378-387.

Ojo, E. O., Adelowo, A. A., A. A., E. C., Kalu, E. O., Adebayo, A. M., & Ibrahim, H. O. (2016). The Use of Manipulatives Materials in the Teaching of Physics in Secondary Education. International Journal of Innovation and Scientific Research, Vol 27 (1), 225-228.

Olson, M. H. (2015). Introduction to theories of learning. Routledge.

Ozorio, K. (2014). Understanding Social and Emotional Needs as an Approach in. Dominican University of California .

Pakdaman-Savoji, A., Nesbit, J., & Gajdamaschko, N. (2019). The conceptualisation of cognitive tools in learning and technology: A review. Australasian Journal of Educational Technology, Vol 35 (2).

Perconti, P., & Pebe, A. (2020). Deep learning and cognitive science. Cognition, Vol 203, 104-365.

Peyton, J. K., Moore, S. K., & Young, S. (2010). Evidence-based, student-centered instructional practices. CAELA network brief. Center for Applied Linguistic, 20-25.

Redlich, D., Memmert, D., & Kreitz, C. (2021). A systematic overview of methods, their limitations, and their opportunities to investigate inattentional blindness. Applied Cognitive Psychology, Vol 35 (1), 136-147.

Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, Vol 10 (3), 251-296.

Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International journal of educational research, Vol 27 (4), 293-302.

Toprak, M., & Erdogan, A. (2012). Lifelong Learning: Concept, Policy, Instruments and Implementation. Journal of Higher Education and Science, Vol 2 (2), 69-91.

Van Merriënboer, J. J., & Sweller, J. (2011). Cognitive load theory in health professional education: design principles and strategies. Medical education, Vol 44 (1), 85-93.

Weidman, J., & Baker, K. (2015). The cognitive science of learning: concepts and strategies for the educator and learner. Anesthesia & Analgesia, Vol 121 (6), 1586-1599.

Willingham, D. T. (2002). Ask the Cognitive Scientist: Allocating Student Study Time: "Massed" versus "Distributed" Practice. American Educator, Vol 26 (2).

Wubbel, T., & Levy, J. (1991). A comparison of interpersonal behaviour of Dutch and American teachers. International journal of international relations, Vol 15 (1), 1-18.

Zalta, E. N. (2008). Cognitive Science. The Stanford Encyclopedia of Philosophy (ed).

Zaman, Q., Zaman, S., Hussain, M., Amin, A., & Rasool, S. F. (2019). Situational Analysis of Public Sector Schools in Rural Areas of Southern Punjab, Pakistan. European Online Journal of Natural and Social Sciences, Vol 8 (3).

Downloads

Published

2023-03-30

How to Cite

Rehman, A., Khan, S. ., & Zia, A. (2023). Cognitive Science and Learning Environment in Rural Areas of Punjab. Journal of Social Sciences Review, 3(1), 222–234. https://doi.org/10.54183/jssr.v3i1.123