Abstract: This research article presents a post-imperial perspective on learning science by investigating the impact of cognitive hegemonies in the context of simulation-based learning. Drawing on critical theories and cognitive science, the study aims to examine how dominant cognitive frameworks shape and influence learning experiences in science education, particularly when utilizing simulation technologies. By exploring the relationship between cognitive hegemonies and simulation-based learning, this research provides new insights into the potential biases and limitations that may exist within current educational practices.
The study employs a mixed-methods approach, combining qualitative and quantitative data collection methods. The qualitative phase involves interviews with educators and students, focusing on their perceptions and experiences related to simulation-based learning. The quantitative phase includes the administration of surveys to gather data on learners’ cognitive processes, attitudes, and performance during simulation-based activities. These data are then analyzed using thematic analysis and statistical techniques to identify patterns, trends, and correlations.
The findings reveal the presence of cognitive hegemonies in simulation-based learning environments, as well as their impact on student engagement, knowledge acquisition, and academic achievement. The study demonstrates that dominant cognitive frameworks often shape the design and implementation of simulations, perpetuating specific epistemological, cultural, and social biases. Moreover, the research highlights the potential for cognitive hegemonies to reinforce existing educational inequalities and hinder the development of critical thinking and problem-solving skills.
This research article contributes to the field of education by challenging established cognitive paradigms and advocating for a more inclusive and diverse approach to learning science through simulation. By acknowledging the existence of cognitive hegemonies and their implications, educators can proactively address biases and promote more equitable and effective learning experiences. The findings also have practical implications for the design and implementation of simulation-based learning environments, emphasizing the importance of creating culturally responsive and inclusive educational tools.
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