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Cognitivism

Our Interactive Learning Resource is grounded in cognitivism, a learning theory that emphasizes the role of mental processes in acquiring and applying knowledge. Cognitivism suggests that learners actively process, structure, and retrieve information rather than passively absorbing it (Ertmer & Newby, 2018). This aligns well with our topic of sleep and its effects on health, as understanding sleep requires learners to integrate concepts from biology, psychology, and lifestyle factors.

In our resource, we focus on helping learners build mental frameworks for understanding:

  • The stages of sleep (NREM and REM) and their functions.
  • The effects of sleep deprivation on cognitive and physical health.
  • The role of circadian rhythms and how lifestyle choices impact sleep quality.

Rationale

We chose cognitivism because learning about sleep is not just about memorizing facts—it requires learners to connect concepts, recognize patterns, and apply knowledge to real-life situations. For example, learners must understand how poor sleep hygiene contributes to long-term health issues and how practical interventions (e.g., adjusting light exposure, sleep schedules, and relaxation techniques) can improve sleep quality.

By organizing information in a structured way and encouraging active processing, our resource helps learners:

  • Recognize patterns between sleep habits and health outcomes.
  • Apply knowledge to assess and improve their own sleep habits.
  • Retain key concepts through structured practice and reflection.

Learning Design

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Inquiry-Based Learning (IBL)

Our learning resource follows an Inquiry-Based Learning (IBL) approach, which encourages learners to engage with the content actively by asking questions, exploring evidence, and making informed conclusions. Rather than simply providing facts about sleep, our resource guides learners through real-world scenarios that require critical thinking and problem-solving.

Implementation in Our Resource:

  • Guiding Questions & Scenarios: Learners begin by exploring why sleep is important and what happens when it is disrupted.
  • Case Study Analysis: Learners assess sleep patterns of different individuals (e.g., a shift worker, a student with insomnia) and suggest science-based solutions.
  • Interactive Elements: Activities such as tracking personal sleep habits and evaluating their own sleep hygiene encourage engagement.
  • Evidence-Based Discussions: Learners interpret scientific research on sleep and apply findings to real-life situations.

IBL is particularly effective for health-related topics like sleep because it allows learners to:

  • Explore cause-and-effect relationships (e.g., how blue light affects melatonin production).
  • Personalize learning by analyzing their own sleep patterns.
  • Develop critical thinking skills by evaluating sleep myths and misinformation.

References

Ertmer, P. A., & Newby, T. (2018). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. In R. E. West, Foundations of Learning and Instructional Design Technology: The Past, Present, and Future of Learning and Instructional Design Technology. EdTech Books. Retrieved from https://edtechbooks.org/lidtfoundations/behaviorism_cognitivism_constructivism

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to kirschner, sweller, and clark (2006). Educational Psychologist, 42(2), 99-107. https://doi.org/10.1080/00461520701263368