**13. Assumptions of the study**


## **14. Research method**

Since experiment is considered to be the scientifically sophisticated research method, the teacher educator need to adopt experimental method to study the operationalizing emotive cognition strategies on enhancing meaningful learning among B.Ed. student -teachers.

The teacher educator has to enhance meaningful learning among B.Ed. studentteachers through the intervention of Emotive Cognition strategies Application in Teaching. Two groups needed, one as the Experimental and the other as the Control group that had been under the traditional way of teaching.

In this study the teacher educator has to adopt Experimental design – Pre test – Post test – Control group design [55].

## **15. Field implementation Programme**

The teacher educator has to implement the designed treatment to the experimental group. During the treatment, emotive cognition strategies were applied in classroom teaching-learning process. The lesson plan includes emotive cognition strategies application in every classroom teaching. Interacting and collaborating with the learners enthusiastically create consciousness in learning it sustain the learner attentive towards the information. Asking learners past joyful learning experience triggers thinking about learned concept to facilitate link prior knowledge with new knowledge this process functioning towards meaningful learning. Training the learners on right decision making to schedule their learning programme formulates processing thinking for decision making. It empower the learner in decision making. Training students to help each other in their learning inculcates the behavior of understanding peers' thought. This process enrich inter-personal relationships among learners. Providing situations for learners to apply logic and solve problems induces problem solving ability in their learning as well as real life situations. Integrating students' joyful episodes in their learning to enhance their formation of concepts makes the memory and recognizing ability. These strategies triggers the positive emotions of enjoyment, pride, hope and happiness and it modulate cognitive functions of the learners' perception, attention, learning, memory, decision making and social cognition. Implementation of all these strategies enhance undergraduate student-teachers meaningful learning behavior (**Figure 1**).

## **16. Discussion**

The purpose of the study is to find out the effect of emotive cognition strategies on enhancing meaningful learning among B.Ed. student-teachers. The application of emotive cognition strategies among B.Ed. student-teachers stimulated their emotive cognition towards the enhancement of meaningful learning behavior.

Emotions have strong influence on cognitive functions such as perception and attention, learning and memory, decision making and social cognition. The frequent interaction of affective and conative domains in teaching trigger's high cognitive ability on student's goal setting and their good academic achievement. From the perspective of constructivist theories, emotion results from learning assemblies of relevant perceptual, cognitive, interoceptive, and motor processes *Perspective Chapter: Emotive Cognition Strategies on Enhancing Meaningful Learning… DOI: http://dx.doi.org/10.5772/intechopen.111885*

#### **Figure 1.**

*Ananda Kumar's model on operationalizing emotive cognition strategies on enhancing meaningful learning among undergraduate student-teachers.*

in specific situations. Across emotional experiences over time, learned assemblies of processes accumulate in memory that later underlie emotional experiences in similar situations [56]. Matthius Laukenmann et al. who found that wellbeing and interest as cognitive emotional construct, play a significant role in achievement [57]. Allyson P. Mackey et al. who worked found that the Cognitive Skill Instruction (CSI) group improved significantly more than the control group on the cognitive composite [58].

Perception is the subjective awareness of any aspect of the external or internal environment. Positive emotions such as joy, thrill, enjoyment and gratification influence perception positively. Perception triggers cognitive function externally as well as internally in each of the learning process. It involves the analysis of sensory information. External perception occurs through five sensory organs and it transmits the information to the specific cortical region of the brain. Every new learning and understanding occurs through this sensory information processing. Perception plays a vital role in individual awareness on receiving and acquiring any new information. Maria Chiara Passolunghi who found that experienced emotional engagement in teacher–student and peer group relations had significant indirect effects on students' perceived cognitive engagement [59].

Attention is an essential neurobiological function that allows humans to continually and dynamically select the most important or interesting stimuli in the external or internal environment. A first step in the allocation of attention is to alert and orient an individual to emotional trigger. Emotions arrest ongoing behavior by engaging the autonomic nervous system. Attention to visual and auditory stimulus is influenced by emotions. When learners sustain their attention towards their learning, the information will successfully be transmitted to brain and it will be received, recognized and analyzed for clarity, and then the information will be stored in the brain. It is concurred with the research findings of Luigina Mortari who worked on 'Emotion and Education: Reflecting on the Emotional Experience Emotion and Education'. They got students' reflections. A student reflected "First of all, I have learned to pay more attention to what happens to me every day." (Paying attention to oneself); "I have learned to pay more attention to what each emotion arouses in me" (Understanding the quality of one's emotional life) [60].

Memory is the process of recalling, remembering and retrieving the previously learned information by the learners. When we reflect on our lives, we tend to recall the events that are personally meaningful and emotionally salient. Emotions associated with events or circumstances may have different consequences at different stages of memory processing, including encoding, consolidation and retrieval. Each emotional dimension or emotion category can drive distinct aspects of memory processing. Emotions stimulates every thought process and it also plays an important role in association of memory. Memory regulates the mental process of the learners to achieve the learning goal for obtaining knowledge, developing skills and cultivating their memory processing behaviors. It is concurred with the research findings of Maria Chiara Passolunghi who found that a significant difference between groups was shown in correct recall of the target words and correct recall of the series [59].

Learning is the process of acquiring knowledge, skill and behavior modification of the individual according to the environment. Learning from emotional experiences is fundamental to well-being and survival. It is important not only to retain information about emotional events themselves but also to determine which features of the environment predict desired emotional outcome. Emotions strongly influence the learning process. Positive emotions such as enjoyment, pride, hope and happiness have positive effects on learners' cognitive function in meaningful learning. Negative emotions such as anxiety, anger, grief and shame can strongly inhibit on learners' cognitive process while learning. It is concurred with the research findings of Matthius Laukenmann et al. who found that the high achievers experience more joy and interest in physics than low achievers [57]. Karen C. H. Zhoca et al. found that Emotional Intelligence was significantly correlated with self-directed learning [61].

Decision making is the high level cognitive process. It contains higher-order thinking skills to solve the problem. It comprises conscious thought process for the purpose of selecting and acting on right path to attain the anticipated goal. A "good" decision is one that leads to the outcome that best satisfies the decision maker's goals at the time the decision was made. The central role of emotions in decision making is doubtless in the valuation process, when we evaluate how much we want a consequence to occur. Three categories of emotions-anticipatory, expected and immediate can act on decision making. It is concurred with the research findings of Maria Poulou & Brahm Norwich who worked on cognitive, emotional and behavioral responses to students with emotional and behavioral difficulties: a model of decision-making. The results revealed that causal attributions as predictors of emotional and cognitive responses to emotional and behavioral difficulties [62].

Social cognition is the process of interpersonal behavior of an individual where the individual understands his own thoughts and feelings and able to understand feelings and thoughts of others. This interpersonal behavior generates social cognition. Emotions serve important social functions. Indeed, emotions are evident in facial expressions, body language and by which we interpret the actions of others. Successful social interactions require individual map perception to action in order to interpret and predict the behavior of others and respond appropriately. It is concurred

#### *Perspective Chapter: Emotive Cognition Strategies on Enhancing Meaningful Learning… DOI: http://dx.doi.org/10.5772/intechopen.111885*

with the research findings of Stare Kaviani & Zohre Saadatmand who found that the difference between interpersonal, adaptability, and general mood scores of emotional intelligence in control and experimental groups is statistically significant [63].

Today's field of education recognized the important of "meaningful learning" concept in all aspects of learning. Meaningful learning processed through several emotional and cognitive functions. It also required different teaching and learning strategies while transacting the curriculum. Teacher education and teachers' professional development have regularly raised the problems of teacher education preparing teachers for delivering a predetermined curriculum instead of supporting their critical reflection and thinking skills [37, 64]. Meaningful learning occurs through learning habit, both inside the classroom and outside the classroom and metacognitive behavior in learning. Therefore the researcher designed a 'Model on Emotive Cognition Strategy on Enhancing Meaningful Leaning among B.Ed. Student-Teachers'. It is concurred with the research findings of Emma Kostiainen et al. who found that necessary to generate meaningful learning experience in the context of teacher education: (1) Course design; (2) Gaining strong experience; and (3) Broad spectrum of emotions [65].

Each student have his own personal interest to decide what to learn, when to learn, what methods to apply, how to learn and how much effort to invest to learn a difficult concept. The learning habit differ from individual to individual. Therefore, the responsibility of a teacher is to help the student to develop appropriate learning a habit.

The individual's learning habit is interrelated to cognitive, metacognitive, motivational, and social/emotional behavior. Building these behaviors enhance individual learning habit. It is concurred with the research findings of Moises Esteban-Guitart et al. who found that 43 significant learning experiences were identified from four young students who recorded their specific learning experiences during a week by means of a significant learning experiences journal and photographs they took themselves [66].

In classroom learners acquire knowledge and skills through cognitive and emotional involvement. The cognitive and motivational quality of classroom instruction is extremely important for students' learning. Teacher emotions influence students' learning. Teachers' positive emotions can promote students' enjoyment of learning within the classroom and can have long-lasting effects on the value of learning perceived by students [42]. Therefore, appropriate cognitive and emotional applications in classroom teaching can enhance students' meaningful learning. It is concurred with the research findings of Tamara N. Hrin et al. (2016) who found that the effect of systemic synthesis questions [SSYNQS] on students' performance and meaningful learning in secondary organic chemistry teaching [67].

Learning takes place outside the classroom also. Learning outside the classroom is the use of places other than the classroom for teaching and learning. Learners observe, practice and get experience outside the classroom based on what they have learned inside the classroom. Learning outside the classroom creates progressive experiences and it develops knowledge and skills among learners. It is a powerful tool that is proven to raise attainment, strengthen social, emotional and personal development and contributes to the health and wellbeing of the learners. It is concurred with the research findings of Leena Aarto-Pesonen and Arja Piirainen (2020) who found that three major learning worlds. The first learning world, the professional awakening, consists of three categories: egocentric learner, expanding professionalism and responsibility for self-development. In the second learning world, transformative community, adult students experience how they are members of learning communities.

Metacognition is defined as individuals' knowledge about their cognitive behaviors or arranging these behaviors through the learning process [43, 44]. The application of metacognitive strategies in learning triggers higher-order thinking skills among learners. Through metacognition the learner can evaluate himself on what knowledge he has gained in every subject, knowing the present learning progress and experience on every learning process. The systematic practice of metacognition in teaching and learning enhance the learners' abilities in problem solving, and self-regulated learning. It is concurred with the research findings of Phyllis Baudoin Griffard and James H. Wandersee who found that without cognitive engagement, neither intentional, meaningful learning nor metacognitive awareness can develop [68].
