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This research uses cognitive load theory and theories of visual literacy to provide a theoretical underpinning for techniques to improve students' ability to recognise designers' styles in higher education. Using a lecture followed by tutorial format, students were required to learn the characteristics needed to identify a designer's work either by studying worked examples or by completing problem-solving tasks. The principle conclusion drawn from two experiments was that novice learners who have a moderate level of visual literacy skills are more successful at identifying a designer's work after studying worked examples compared to novice learners provided with problem-solving tasks. 相似文献
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Educational technology research and development - Cognitive load theory provides instructional recommendations based on our knowledge of human cognition. Evolutionary psychology is used to assume... 相似文献
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Advances in our knowledge of the structure of working memory suggest that under some circumstances, effectively more processing capacity is available to learners if instructional materials use multiple information modes (e.g. auditory and visual) instead of equivalent single mode formats. This paper examined this modality effect from a cognitive load perspective in three experiments using geometry instruction. In accordance with cognitive load theory, it was predicted that the additional processing capacity provided in an audio/visual format would only enhance learning if mental resources were not devoted to extensive visual based search in order to coordinate auditory and visual information. Using two different areas of geometry, Experiments 1 and 2 found that if visual search was clearly high, then audio‐visual instruction was only beneficial if visual indicators in the form of electronic flashing were incorporated into the instructional format. Under high search conditions, a standard audio/visual format without the aid of flashing proved no better than visual only instruction. Experiment 3 attempted to clarify earlier results by using instructional materials trivially low in visual search. Data indicated that a standard, audio‐visual format resulted in superior learning to a visual only format. There was no beneficial effect of electronic flashing in Experiment 3, suggesting that visual indicators were not necessary in areas of low visual search. It was concluded that cognitive load as determined by visual search established the effectiveness of visual indicators. 相似文献
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Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions 总被引：27，自引：0，他引：27
Jeroen?J.?G.?van?Merri?nboerEmail author John?Sweller 《Educational Psychology Review》2005,17(2):147-177
Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biological evolution. The article discusses recent developments in CLT related to the current view in instructional design that real-life tasks should be the driving force for complex learning. First, the complexity, or intrinsic cognitive load, of such tasks is often high so that new methods are needed to manage cognitive load. Second, complex learning is a lengthy process requiring learners motivational states and levels of expertise development to be taken into account. Third, this perspective requires more advanced methods to measure expertise and cognitive load so that instruction can be flexibly adapted to individual learners needs. Experimental studies are reviewed to illustrate these recent developments. Guidelines for future research are provided. 相似文献
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Marianne Fenech Naomi Sweller Linda Harrison 《International Journal of Early Years Education》2010,18(4):283-296
Quantitative approaches to defining and measuring quality in early childhood education and care (ECEC) have provided a key platform for policy development. Yet their strengths and limitations as informants of high-quality ECEC have not been tested. In this study we examine two sources of quantitative data collected over a five-year period for 74 long day care centres: (1) the Early Childhood Environment Rating Scale-Revised and Infant-Toddler Environment Rating Scale instruments which are well-established observational measures; and (2) Australia's nationally administered Quality Improvement and Accreditation System which involves a self-study and validation process. Correspondence over time and across measures was more consistent for the centres identified as providing lower quality ECEC. Variability in ratings of quality was more evident in lower quality centres, whereas high-quality centres showed less variability over time. High quality, however, was less consistently identified across measures. Discussion focuses on the strengths and limitations of these measures of quality, and the implications these have for policy development and future research. 相似文献
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Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate ‘behaviour’ schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students’ current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enrolled in separate special schools for students with disruptive behaviour. Analyses reveal that the majority of participants began disliking school in the early years due to difficulties with schoolwork and teacher conflict. Interestingly, while most indicated that they preferred the behaviour school, more than half still wanted to return to their old school. It is therefore clear that separate special educational settings are not a solution to disruptive behaviour in mainstream schools. Whilst these settings do fulfil a function for some students, the preferences of the majority of boys suggest that ‘mainstream’ school reform is of first-order importance. 相似文献
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Why relationships matter: parent and early childhood teacher perspectives about the provisions afforded by young children's relationships 总被引：2，自引：1，他引：1
Sheila Degotardi Naomi Sweller Emma Pearson 《International Journal of Early Years Education》2013,21(1):4-21
This study investigated the perspectives of early childhood teachers and parents regarding the importance of provisions afforded by child–teacher and peer relationships in early childhood centres. Participants were 200 parents and 71 teachers of children aged 0–5 years who responded to an online survey containing a series of relationship function statements that were rated according to their perceived importance. Results demonstrate that most functions were rated as more important in the context of child–teacher relationships than peer relationships, although statements reflecting the provision of friendship were regarded as more important in the domain of peer relationships. Ratings for particular provisions of infant relationships were significantly lower than those for older children; a result generated largely by variation in the ratings of teachers in comparison to those of parents. Findings are discussed in relation to differences between parent and teacher perspectives and implications for the development of inclusive, relationship-based pedagogies. 相似文献
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This study investigated interactions between the isolated–interactive elements effect and levels of learner expertise with
first year undergraduate university accounting students. The isolated–interactive elements effect occurs when learning is
facilitated by initially presenting elements of information sequentially in an isolated form rather than in a fully interactive
form. The expertise reversal effect occurs when the relevant advantage of one instructional technique over another reverses
depending on the learner’s level of expertise. The results provided support for the predicted interaction with lower expertise
students benefitting from the isolated elements instructional method, while students with more expertise learned more from
the interacting elements format. 相似文献
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This study compared the effects of worked example and problem‐solving approaches in individual or group work settings on learning to solve geometry problems. One hundred and one seventh graders from Indonesia were randomly allocated to four experimental groups using a 2 (problem‐solving vs. worked examples) × 2 (individual vs. group study) design. Performance measures on numeric and reasoning abilities using both similar and transfer tasks were collected. The results indicated a significant superiority of the worked example approach in both the individual and group work settings. Supporting data revealed that students could understand the material more easily using worked examples than when solving problems. The experiment provided evidence that the advantage of using worked examples over solving problems extends to a group work context. 相似文献