EDUC 776 – Motivation and Cognition in Learning CASE
STUDY LEARNING AND COGNITION 2025 Liberty
University
Case Study: Learning and Cognition
Liberty Student
School of Education, Liberty University
Author Note
Liberty Student
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Liberty Student.
Email: 1234@liberty.edu
, Case Study: Learning and Cognition
Why Do Many Students Believe The Opposite Of What Ms. Kontos Has Taught
Them?
One reason students believe the opposite of what Ms. Kontos has taught them is
due to the student's short-term memory, which has limited space, so information is not
retained (Challenge Innovate Grow, 2021). Another reason is that students are more
likely to remember information over time if it is stored correctly in their long-term
memory (Ormrod & Jones, 2023). The short-term memory can remember a finite
amount of information. Students in Ms. Kontos's class may have remembered the
information while in class. However, if the information were stored in short-term
memory, they would have forgotten it the next day. Additionally, Ormrod and Jones
(2023) note that “learners are more likely to remember new information over the long
run” (p. 80). Students learned the information on one day and were asked to recall it the
next day. This short period may have contributed to some students' inability to recall
correctly what they had learned the day before.
What Are Two Ways To Improve This Lesson?
Ormrod and Jones (2023) note that physical exercise supports optimal brain
functioning. Similarly, Fernandes et al. (2020) note that physical exercise improves
cognition. Therefore, one way to improve the lesson is to include physical activities to
support learning. To demonstrate the light bouncing off an object to allow a person to
see it, the instructor and students could utilize a ball and bounce it off the wall or floor.
Another improvement method is for students
to draw a picture of their observations in their notebooks.
How Does Conceptual Change Differ From Acquiring Procedural Knowledge?
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