Abstract
The purpose of this article is to present a cognitive based framework for teaching an introductory secondary education course. In order to make the content applicable to preservice teachers in diverse content areas, the course was presented using the conceptual lens of cognitive science. Specifically, the curriculum was related to the System I / System II dual cognitive processing model. The model explains the two ways or systems that humans think about the world around them. One system, System I, effortlessly produces intuitive, often emotion-laden thoughts. System I is the default thinking system and is used to resolve routine, everyday problems and situations. The alternative system, System II, is more plodding. It requires concerted focus and greater cognitive and physical effort. System II is responsible for abstract thinking and logical reasoning. The efficacy of the System I / II-based course was assessed by analyzing the unit plans of preservice teachers enrolled in the System I / System II course to preservice teachers who completed a parallel, non-System I / System II course. Analysis of the unit plans revealed the System I / System II-based course increased the quantity of learner-centered unit plans and individual lesson plans produced by the preservice teachers. The dual cognitive processing model, its integration within the education course curriculum, and its impact on preservice teachers are discussed.
Recommended Citation
Hitt, Austin M. II
(2019)
"Learning to Think Fast and Slow: The Impact of a Cognitive-Based Curriculum for an Introductory Education Course,"
Teacher Education Journal of South Carolina: Vol. 13:
No.
1, Article 7.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol13/iss1/7