Using the Computational Model of the Mind to Design Educational Methodologies: Solving Problems More Efficiently in the Classroom

Juan Carlos Olabe, Xabier Basogain, and Miguel Ángel Olabe
International Journal of Learning and Teaching
Ciudad de edición:
Hong Kong, China
4, No. 4,
Página de inicio - Página de fin:
264 - 270
ISSN: 2377-2891(Print); 2377-2905(Online)
doi: 10.18178/ijlt.4.4.264-270

Abstract—The developed countries of the world have a unified curriculum for primary and secondary schools. The performance of the educational systems of these countries is evaluated every three years with the global Pisa Test. This Test is of great research value. It allows to draw two fundamental conclusions: the curriculum is obsolete, and the performance of the students around the world is extremely poor. Recent developments in cognitive sciences provide resources that can ameliorate these two deficiencies. A computational model of the mind provides the framework for the development of a new school curriculum and a new set of educational methodologies. This paper presents the fundamental ideas of a computational model of the mind and its implications in the development of new school content and school teaching and learning methods. We use a set of examples to illustrate the new framework and its effects in a more effective classroom. Index Terms—computational theory of the mind, blank slate, education, new approaches to problem solving

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