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1.
In this article, themost relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller’s Cognitive Load Theory (CLT) and Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
Pascal W. M. Van GervenEmail:
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2.
In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous cognitive load through good instructional and message design practices.
Gary R. Morrison (Corresponding author)Email:
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3.
A research framework for creative and imitative reasoning   总被引：1，自引：0，他引：1  
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
Johan LithnerEmail:
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4.
Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important issue is whether conceptual change can provide a powerful framework for improving instructional practice in such a way that students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview on the development of conceptual change perspectives. In sections two to six, we examine the different ways that researchers have facilitated the collection of data and empirically evaluated learning as conceptual change based on these different theoretical perspectives. In section seven, we identify key issues of conceptual change with a deliberate emphasis on their contribution to improve instructional practice and conclude the article by posing challenges at theoretical, methodological and practical levels. We contend that conceptual change perspectives still have the potential to significantly improve instructional practice. However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change of this practice will be a rather difficult and long-lasting process.
Reinders DuitEmail:
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5.
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual change research for the teachers and students with whom we work.
Catherine MilneEmail:
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6.
Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks. Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to substantiate conclusions about intended effects of ICT-tools.
Pieter J. BeersEmail:
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7.
Aesthetic principles for instructional design   总被引：1，自引：0，他引：1  
This article offers principles that contribute to developing the aesthetics of instructional design. Rather than describing merely the surface qualities of things and events, the concept of aesthetics as applied here pertains to heightened, integral experience. Aesthetic experiences are those that are immersive, infused with meaning, and felt as coherent and complete. Any transformative learning experience will have significant aesthetic qualities, and all instructional situations can benefit from attention to these qualities. Drawn from aesthetics theory and research and informed by current ID and learning theories, a set of five first principles and twelve guidelines for their application are described. The principles are not only compatible with existing ID theory bases but can complement and support that theory by offering ways to embody it in engaging learning experiences.
Patrick E. ParrishEmail:
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8.
In this paper we describe the criteria of Technology I, II, and III, which some instructional theorists have proposed to describe the differences between a formulaic and a reflective approach to solving educational problems. In a recent study, we applied these criteria to find evidence of a technological gravity that pulls practitioners away from reflective practices into a more reductive approach. We compared published reports of an innovative instructional theory, problem-based learning, to the goals of the theory as it was originally defined. We found three reasons for technological gravity, as well as three approaches some practitioners have used to avoid this gravity. We recommend that instructional technologists adopt our three approaches, as well as the criteria of Technology III, so they may better develop instruction of a quality consistent with the innovative instructional principles they claim, and that best characterizes the goals they have for their practice.
Andrew S. GibbonsEmail:
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9.
This paper begins with a consideration of some important themes dealt with in the paper by Treagust and Duit. These include the relationship between research on conceptual change and educational practice, the significance of emotion and identity in the process of conceptual change, and role of cognitive conflict in motivating change. I then argue that the authors implicitly assert the importance of spoken dialogue as a motor for conceptual change, but do not give it the proper, explicit recognition that it deserves. I first use their own data of transcribed talk to make this point, and then go on to elaborate my case by drawing on other research. Talk amongst students and teacher–student talk are both considered. My conclusion is that while more empirical research is needed to understand how dialogue is involved in conceptual change, available evidence shows very clearly that the role of talk and social interaction is so significant that it cannot be ignored. It is therefore necessary for theoretical accounts to deal with both social (i.e. communicative) and cognitive aspects of conceptual change.
Neil MercerEmail:
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10.
In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
Reinders DuitEmail:
David F. Treagust   is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit   is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development.  相似文献   

11.
This commentary first summarizes and discusses the analysis of the two translation processes described in the Oliveira, Colak, and Akerson article and the inferences these researchers make based on their research. In the second part of the commentary, we describe procedures and criteria used in adapting tests into different languages and how they may apply to adaptation of instructional materials. The authors provide a good theoretical analysis of what took place in two translation instances and make an important contribution by taking the first step in providing a systematic discussion of adaptation of instructional materials. Our discussion proposes procedures for adapting instructional materials for examining equivalence of source and target versions of adapted instructional materials. We highlight that many of the procedures and criteria used in examining comparability of educational tests is missing in this emerging research of area.
Kadriye ErcikanEmail:
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12.
Global comparisons of learning from hypertext/hypermedia and traditional presentation formats like text have yet failed to show major advantages concerning the effectiveness of hypermedia learning. Thus, it is proposed in the current paper to evaluate hypermedia environments more specifically with regard to their potential to implement and support well-defined learning approaches. According to this view, an effective hypermedia design needs to be based on thorough cognitive task analyses with regard to structures, processes, and resources that are required to benefit from a specific learning approach. This claim is illustrated by two experiments in which we explored the instructional potential of hypermedia environments for improving schema acquisition from worked-out examples. A cognitive task analysis was used to identify specific types of information comparisons that are crucial for successful schema induction and that might be effectively supported by suitably designed hypermedia environments. The experiments investigated two methods for enhancing comparison processes in hypermedia-assisted learning from worked-out examples, namely, elaboration prompts and an interactive comparison tool. Both methods improved performance for near-transfer problems. Ways of extending this task-analytical approach to facilitating far transfer are also discussed.
Peter GerjetsEmail:
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13.
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14.
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15.
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16.
Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce, particularly in the K-12 environment. The purpose of the following study was to investigate a Learning Object Evaluation Scale for Students (LOES-S) based on three key constructs gleaned from 10 years of learning object research: learning, quality or instructional design, and engagement. Tested on over 1100 middle and secondary school students, the data generated using the LOES-S showed acceptable internal reliability, face validity, construct validity, convergent validity and predictive validity.
Robin H. KayEmail:
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17.
In this rejoinder to Ann Kindfield and Grady Venville’s comments on our article “Reconsidering conceptual change from a socio-cultural perspective: Analyzing students’ meaning making in genetics in collaborative learning activities,” we elaborate on some of the critical issues they raise. Their comments make apparent some of the crucial differences between a socio-cultural and a socio-cognitive approach towards conceptual change. We have selected some issues that are addressed, either implicitly or explicitly, in their comments. The main issues discussed are talk and interaction as data, the significance of context in interaction studies, the feasibility of generic claims in small-scale interaction studies, and the difference between studying students’ understanding of science concepts as opposed to studying the construction of meaning.
Anniken FurbergEmail:
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18.
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative to the live condition, with students also responding more positively to personalized video presentation.
Eric L. DeyEmail:
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19.
Learning by observing and imitating others has long been recognized as constituting a powerful learning strategy for humans. Recent findings from neuroscience research, more specifically on the mirror neuron system, begin to provide insight into the neural bases of learning by observation and imitation. These findings are discussed here, along with their potential consequences for the design of instruction, focusing in particular on the effectiveness of dynamic vs. static visualizations.
Tamara van GogEmail:
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20.
Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well designed interventions, but there is little research into whether these gains can be sustained. The present study examines the extent to which acceleration in achievement made during a three-year literacy intervention and the associated school-based practices were continued. Statistical modelling showed continued acceleration in student achievement (four months in addition to expected progress) at a rate similar to the intervention. The school-based practices associated with sustainability were part of a process of change (rather than a specific instructional programme) comprising two dimensions — organisational learning through ongoing inquiry into solving problems arising from teaching and learning and the development of professional learning communities to promote organisational learning. Effectiveness was enhanced by schools embedding the process into their normal school routines as part of a coherent instructional programme and the availability of expertise.
Selena HsiaoEmail:
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