Advances in cognitive load theory: rethinking teaching
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London ; New York
Routledge, Taylor and Francis Group
2020
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| Schriftenreihe: | Local/global issues in education
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | xvii, 248 Seiten Illustrationen |
| ISBN: | 9780367246884 9780367246907 |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS Ust of illustrations Ust of contributors - 1 Cognitive load theory John Sweller viti x 1 PART 1 General theoretical advances 2 Load reduction instruction (LRI): Sequencing explicit instruction and guided discovery to enhance students’ motivation, engagement, learning, andachievement AndrewJ. Martin and Paul Evans 13 15 3 How cognitive load theory can be applied to collaborative learning: Collaborative cognitive loadtheory JR.. Jimmy Zambrano, Paul A. Kirsàmer and Femke Kirschnex 30 4 Cognitive load theory and working memory models: Comings and goings Sébastien Puma and André Tricot 41
vi Contents PART 2 Specific research advances and research procedures 53 5 Using arrow-lines to integrate pictorial and textual information in electronic slideshow assisted lecturing 55 Tzu-Chien Liu, Yi-Chun Lin and Yu-Chen Kuo 6 How to measure effects of self-regulated learning with checklists on the acquisition of task selection skills 66 Jimmie Leppink, Fred Paas, Tamara van Gog and Jeroen J. G. van Merriënboer 7 The effects of transient information and element interactivity on learning from instructional animations 80 Mona Wong, Juan C. Castro-Alonso, Paul Ayres and Fred Paas 8 Visuospatial tests and multimedia learning: The importance of employing relevant instruments 89 Juan C. Castro-Alonso, Paul Ayres, Mona Wong and Fred Paas PART 3 Human movement, pointing, tracing andgesturing 9 Embodying learning through physical activity and gestures in preschool children 101 103 Myrto Mavilidi, Ют Ouwehand, Anthony D. Okely, Paul Chandler and Fred Poos 10 Learning human physiology by pointing and tracing: A cognitive load approach 119 Paul Ginns and Amy Kydd 11 Gesture-based learning with ICT: Recent developments, opportunities and considerations 130 Stoo Sepp, Shirley Agostinho, Sharon TindaU-Ford and Fred Paas 12 Embodied cognition?: Effects of pointing and tracing gestures on learning performance, eye movement andcognitive load Babette Park, Andreas Korbach, Paul Ginns and Roland Briinken 142
Contents vii PART 4 New effects and new conditions required for old effects 155 13 Self-management of cognitive load: Potential and challenges 157 Faisal Mirza, Shirley Agostinho, Sharon Tindall-Ford, Fred Faas and Paul Chandler 14 Effects of informed use: A proposed extension of the self-management effect 168 Alexander Eitel, Lisa Bender and Alexander Renki 15 Factors that impact on the effectiveness of instructional animations 180 Paul Ayres, Juan C. Castro-Alonso, Mona Wong, Nadine Marcus and Fred Paas 16 The effects of self-regulation training on self-regulated learning competencies and cognitive load: Does socioeconomic status matter? 194 Ferdinand Stebner, Corinna Schuster, Theresa Dicke, Yves Karlen, Joachim Wirth and Detlev Leutner 17 What should students do first when learning how to solve a physics problem: Try to solve it themselves or study a worked example? 209 Slava Kalyuga and Chih-Yi Fisu 18 The centralityof element interactivity to cognitive load theory 221 Wayne Leahy and John Sweller 19 Conclusions 233 John Sweller, Sharon Tindall-Ford and Shirley Agostinho Index 239
Cognitive load theory uses our knowledge of how people learn, think and solve problems to design instruction. In turn, instructional design is the central.activity of classroom teachers, of curriculum designers, and of publishers of textbooks and educational materials, including digital information. Characteristically, the theory.is used to generate hypotheses that are tested using randomised controlled trials. Cognitive load theory rests on a base of hundreds of randomised controlled trials testing many thousands of primary and secondary school children as well as adults. That research has been conducted by many research groups from around the world and has resulted in a wide range of hovel instructional procedures that have been tested for effectiveness. Advances in Cognitive Load Theory, in describing current research, continues in this tradition. Exploring a wide range of instructional issues dealt with by the theory, it covers all general curriculum areas critical to educational and training institutions and outlines recent extensions to other psycho-educational constructs including motivation and engagement. With contributions from the leading figures from around the world, this book provides a one-stop-shop for the latest in cognitive load theory research and guidelines for how the findings can be applied in practice. Shàron TindalEFord is an Associate Professor of Educational Psychology at the University of Wollongong. Her research interests in the area of cognition and instruction have focused on a number of cognitive load effects including the modality effect,
worked example effect, imagination effect and self management of cognitive load. She is particularly interested in how these effects are implemented within primary and secondary classrooms. Shirley Agostinho is an Associate Professor of Educational Technology at the University of Wollongong. Her research focuses on how teachers design and how learners support their own learning using digital technologies. Her interest in cognitive load theory is concerned with how learners can apply cognitive load theory principles to support their learning. John Sweller is an Emeritus Professor of Educational Psychology at the University of New South Wales. His research is associated with cognitive load theory. The theory is a contributor to research on issues associated with human cognition, its links to evolution by natural selection, and the consequences for instructional design.
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| spellingShingle | Advances in cognitive load theory rethinking teaching Lehren (DE-588)4136714-5 gnd Kognitives Lernen (DE-588)4164479-7 gnd Lernpsychologie (DE-588)4074166-7 gnd |
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| title | Advances in cognitive load theory rethinking teaching |
| title_auth | Advances in cognitive load theory rethinking teaching |
| title_exact_search | Advances in cognitive load theory rethinking teaching |
| title_full | Advances in cognitive load theory rethinking teaching edited by Sharon Tindall-Ford, Shirley Agostinho and John Sweller |
| title_fullStr | Advances in cognitive load theory rethinking teaching edited by Sharon Tindall-Ford, Shirley Agostinho and John Sweller |
| title_full_unstemmed | Advances in cognitive load theory rethinking teaching edited by Sharon Tindall-Ford, Shirley Agostinho and John Sweller |
| title_short | Advances in cognitive load theory |
| title_sort | advances in cognitive load theory rethinking teaching |
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