Introduction
"I think, therefore I am" (Cogito, ergo sum), a philosophical claim by René Descartes
Is this statement accurate? Why or why not?
- What makes learning enjoyable and engaging for you?
- Can you recall a time when you learned something quickly? What contributed to that?
- Why do some students prefer studying in groups while others like to learn alone?
- Have you ever taught a friend? How did you go about it?
- What techniques do you use to remember important information?
- How do you feel when learning something new—excited, nervous, or something else?
- Why is motivation important in the learning process?
- Can you think of a challenging subject? What made it hard?
- How does technology, such as computers and tablets, enhance our learning today?
- What's the difference between genuinely learning something and merely memorizing it?
Task
Your task is to define learning based on research of the three major learning theories.
- Cognitive Psychology
- Behaviorism
- Social Cognitive Theory
To complete this task, you will collaborate in groups of three assigned by the teacher. Each student will investigate one educational theory using the provided online resources. After conducting your research, you will share your findings with the other group members. The group will then consolidate the individual research to create a presentation in a format of your choice (e.g., slideshow, poster, verbal presentation, short video). Each presentation should include the following components:
- Key theorists (e.g., Piaget, Skinner, Bandura)
- Core concepts
- Real-world applications in the classroom
- A thorough definition of learning created by the group members.
Each group will present their research to the class in a presentation lasting between 3 - 5 minutes.
After the presentation, students will reflect on the introductory discussion to write a summary response based on the knowledge and experience they have gained.
Process
Introduction Video:
Watch the videos below as an introduction to the assignment.
Role:
The teacher will assign groups of three students, and each student will receive a research topic.
- Cognitivist Psychology
- Behaviorism
- Social Cognitive Theory
Research:
Utilize these websites to gather the essential information to share with your group for creating a presentation and formulating a definition for "Learning."
Take notes and focus on:
- Key theorists (e.g., Piaget, Skinner, Bandura)
- Core concepts
- Real-world applications in the classroom
Regroup and Refocus:
Share their research with the other students in the group.
Work as a group to form a definition for the term "learning" based on the research shared and collected.
Work as a group to create a class 3 - 5 minute presentation. Presentation may be created in a format of your choice (e.g., slideshow, poster, verbal presentation, short video). Each presentation should include the following components:
- Key theorists (e.g., Piaget, Skinner, Bandura)
- Core concepts
- Real-world applications in the classroom
- A thorough definition of learning created by the group members.
Reflect and Respond:
After completing group assignments and hearing each presentation, students will individually answer the following questions:
"I think, therefore I am" (Cogito, ergo sum)
Do you think this statement is accurate based on the knowledge and experience gained in this assignment? Why or why not?
- How do the approaches in Cognitive Psychology, Behaviorism, and Social Cognitive Theory relate to this statement?
- Compare Descartes' view with those of Cognitive Psychology, Behaviorism, and Social Cognitive Theory.
- How has your understanding of "Cogito, ergo sum" evolved based on research in Cognitive Psychology, Behaviorism, and Social Cognitive Theory?
Evaluation
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Criterion (Score at zero if there is no evidence)
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Below Expectations (1) |
Meets Expectations (3) |
Exceeds Expectations (5) |
Score |
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Student Sample Requirements |
The sample does not meet the requirements as submitted. |
The sample meets one or two of the requirements submitted. |
The sample meets all of the requirements submitted. |
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Knowledge Gained |
The sample does not show the learning and representation of that learning in the differences in Cognitive Psychology, Behaviorism, and Social Cognitive Theory by the student sample. |
The sample shows the student's basic learning and representation of that learning in the differences in Cognitive Psychology, Behaviorism, and Social Cognitive Theory. |
The sample shows complete learning and representation of that learning in the differences in Cognitive Psychology, Behaviorism & Social Cognitive Theory by the student sample. |
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Use of Links |
The sample does not use links from the Internet as stated in the Process. |
The sample shows the use of one or two links from the Internet as stated in the Process. |
The sample shows the use of all links provided from the Internet as stated in the Process. |
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Rubric Grading
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The student sample evaluation from the submitted rubric scores is at the beginning/below expectations/ range. |
The student sample evaluation from the submitted rubric scores in the developing/meets expectations/average range. |
The student sample evaluation from the submitted rubric scores is in the exemplary/above expectations/ range. |
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TOTAL |
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Conclusion
Are students "Cogito, ergo sum"? In other words, do they represent what they believe themselves to be, or do they become shaped by the cognitive, behavioral, and social environments and experiences they encounter?
The assignment examines Descartes' quote, "I think, therefore I am," and connects it to Cognitive Psychology, Behaviorism, and Social Cognitive Theory to explore how these ideas can improve student learning. It leads to the question of combining these approaches, if behavior alone can explain learning, the role of a teacher and a learner-led approach, and how social interactions and culture influence education. The goal is to encourage ongoing thinking about the roles of cognition, behavior, and social factors in learning and teaching, inviting reflection on what "I think, therefore I am" means in the context of students and learning.
Credits
“Behaviorism Facts for Kids.” Wikt:Response, kids.kiddle.co/Behaviorism. Accessed 12 Apr. 2025.
By, Charlotte Nickerson, et al. “Albert Bandura’s Social Cognitive Theory.” Simply Psychology, 31 Mar. 2025, www.simplypsychology.org/social-cognitive-theory.html.
By, Saul McLeod, Updated on, and February 1. “Behaviorism in Psychology.” Simply Psychology, 1 Feb. 2024, www.simplypsychology.org/behaviorism.html.
By, Saul McLeod, Updated on, and May 27. “Cognitive Approach in Psychology.” Simply Psychology, 27 May 2024, www.simplypsychology.org/cognitive.html.
“Cognitive Psychology Facts for Kids.” Cognitive Psychology Facts for Kids, kids.kiddle.co/Cognitive_psychology. Accessed 12 Apr. 2025.
“Crash Course Psychology.” Crash Course, 19 Sept. 2022, thecrashcourse.com/topic/psychology/.
“Social Cognitive Theory Facts for Kids.” Wikt:Reciprocal, kids.kiddle.co/Social_cognitive_theory. Accessed 12 Apr. 2025.
Teacher Page
Title:
"Cogito, ergo sum"
Student Learning Outcomes:
Students will exhibit knowledge of adolescent learning and development (INTASC Standard 1); incorporate knowledge of individual differences ad diversity in the classroom (INTASC Standard 2); demonstrate the interconnectedness of the central concepts of Education Psychology to engage learners in critical thinking and creativity (INTASC Standard 5); plan and create developmentally appropriate, sequential, and challenging learning opportunities (INTASC Standard 7); and understand a variety of instructional tools to meet build skills and apply knowledge in meaningful ways (INTASC Standard 8).
Target Grade:
Psychology: 9-12
Educational Psychology
Objective:
Students will develop an understanding of the connection between cognitive psychology, behaviorism, social cognitive theory, and learning, and student development.