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1.
《教育心理学家》2013,48(2):105-117
A methodology for studying change during instruction in content-specific cognitive processes is presented. The methodology borrows both from the cognitive mediational approach in instructional effectiveness research and the instructional approach in cognitive psychology research. It is argued that learning from instruction must be understood in terms of the way in which instruction changes the cognitive processes used to solve tasks. The methodology is illustrated by summarizing a project on instructing middle-school students in semantic processes for solving decimal-fraction problems. The benefits of the methodology, such as tracing the effects of instruction on performance change, are discussed. 相似文献
2.
ABSTRACT This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group. 相似文献
3.
Although explanations are a common means of instruction, research shows that they often do not contribute to learning. To unravel the factors giving rise to the ineffectiveness of instructional explanations, we propose a framework that brings together empirical work on instructional explanations from a variety of research fields, including classroom instruction, tutoring, cooperative learning, cognitive skill acquisition, learning from texts, computer-supported learning, and multimedia learning. In our framework, we identify the distinctive characteristics of instructional explanations, present general guidelines for designing instructional explanations, and describe factors influencing both the generation and use of instructional explanations. It is argued that future research should uncover in more detail the interrelations between the different aspects of providing and using instructional explanations and their specific effects on learning. 相似文献
4.
Kathleen Knight Abowitz 《Clearing house (Menasha, Wis.)》2013,86(1):34-38
Students tend to comprehend little and lose focus of classroom instruction when their teachers fail to use instructional strategies that match students’ learning styles. Differentiated instruction can alleviate or eliminate this disengagement. This article describes a case involving a child having difficulty learning and shows how differentiated instruction was used to help this student learn. The author describes the theories on which differentiated instruction is based and provides practical strategies teachers can use to implement this method of teaching. 相似文献
5.
Metacognition research and theory: Analysis and implications for instructional design 总被引：1，自引：0，他引：1
Mohamed E. Osman Michael J. Hannafin 《Educational technology research and development : ETR & D》1992,40(2):83-99
Metacognition, a construct with strong empirical and theoretical foundations, is integral to successful learning. Research
on metacognition has provided convincing evidence supporting its importance in the instruction and learning processes. In
this article, research on several aspects of metacognition are briefly reviewed and analyzed, examples of metacognitive strategies
are provided, and implications for instructional design are described. 相似文献
6.
The article analyzes the concept of student cognitive engagement, and the manner in which classroom instruction may develop self‐regulated learners. Since theory and research on academic motivation, to date only vaguely define the role of learning processes, and since studies of learning strategies rarely assess motivational outcomes, our analysis integrates these two streams of literature. We also identify specific features of instruction and discuss how they might influence the complex of student interpretive processes focal to classroom learning and motivation. Measurement issues and research strategies peculiar to the investigation of cognitive engagement are addressed. 相似文献
7.
《教育心理学家》2013,48(3):213-227
This article reviews some problems in aptitude treatment interaction (ATI) research, which is the knowledge base for adaptive instruction. Inconsistent ATI results were attributed to findings indicating that varying instructional methods do not necessarily invoke different types or frequencies of cognitive processing of instruction nor are individual difference measures consistently related to such processing. It is suggested that more consistent processing, and more replicable ATIs may be found by training students in the cognitive processes presumed to be invoked by instructional methods. Finally, it is suggested that the inclusion of affective variables in research on cognitive processing of instruction may lead to findings of more effective and consistent processing by students and to more reliable ATIs. 相似文献
8.
Instructional strategies and tactics for the design of introductory computer programming courses in high school 总被引：2，自引：0，他引：2
This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to control students' processing load. In order, they emphasize topdown program design, incremental learning, and program modification and amplification. In contrast, tactics are specific design plans that prescribe methods to reach desired learning outcomes under given circumstances. Based on ACT* (Anderson, 1983) and relevant research, we distinguish between declarative and procedural instruction and present six tactics which can be used both to design courses and to evaluate strategies. Three tactics for declarative instruction involve concrete computer models, programming plans and design diagrams; three tactics for procedural instruction involve worked-out examples, practice of basic cognitive skills and task variation. In our evaluation of groups of instructional strategies, the Reading approach has been found to be superior to the Expert and Spiral approaches.The authors wish to express their gratitude to Sanne Dijkstra, Otto Jelsma and Georg Rakers for their helpful comments on a draft of this article. Correspondence concerning this article should be addressed to Jeroen J. G. van Merrienboer.Notes 相似文献
9.
多媒体学习理论是一个贯通了学习理论与教学理论的科学体系。作为学习理论的多媒体学习认知理论基于双重编码理论、工作记忆模型以及生成加工理论,解释了学习者通过加工语词与画面所呈现的材料来建构知识的学习机制,属于解释性理论;作为教学理论的多媒体教学设计理论发展出一系列教学设计应遵循的原则,为教育实践提供了具有处方性意义的行动指南,属于处方性理论。解释性的学习理论为处方性的教学理论提供了扎实可靠的科学基础。在多媒体学习研究从学习理论向教学理论转化的过程中,多媒体教学设计理论是实现跃迁的关键环节,而认知负荷理论则是理论跃迁成功的关键变量。基于认知负荷理论,梅耶提出多媒体学习认知负荷三元模型,包括必要认知加工、外来认知加工和生成性认知加工。围绕这三类认知加工,梅耶及其同事进行了大量的实验研究,最终确定了12项与多媒体学习认知理论及其前提假设保持高度逻辑一贯性的多媒体教学设计原则。这些原则都是经得起实践检验的,但教学设计人员在应用的过程中,应明确各项原则的问题情境、适用范围等边际条件。 相似文献
10.
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
11.
Mine Munyofu William J. Swain Bradley D. Ausman Huifen Lin Khusro Kidwai Francis Dwyer 《Learning, Media and Technology》2007,32(4):407-419
The purpose of this exploratory and small‐scale study was to examine the instructional effects of different chunking strategies used to complement animated instruction in terms of facilitating achievement of higher order learning objectives. Eighty‐five students were randomly assigned to three treatment groups: animated program instruction, simple visual‐text (static images and verbal explanation) chunked animated program instruction and the animated complex visual‐text chunked program instruction. The difference between simple and complex chunked instructions is the content. Simple chunks only deal with one content area while the complex chunks explain two or more related content areas. Students interacted with their respective web‐based instructional treatments and completed four criterion measures. Results (ANOVA) indicated that significant differences in achievement were found to exist in facilitating higher order learning objectives when chunking strategies were specifically designed and positioned to complement the animated instruction. Results also indicated that complex chunking is more effective in reducing the cognitive load present in an animated instructional environment, and that students need prerequisite knowledge before being able to profit from animated instruction designed to facilitate higher order learning outcomes. 相似文献
12.
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions 总被引：27，自引：0，他引：27
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
13.
This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual displays, mnemonic illustrations, and computer-assisted instruction) or cognitive strategy instruction (i.e., text structure, main idea identification, summarization, questioning, cognitive mapping, reciprocal teaching). Treatment outcomes are discussed in relation to the various instructional approaches, student characteristics (e.g., grade, IQ), instructional features (e.g., materials, treatment length), methodological features, strategy maintenance, and generalization components. Implications for classroom practice and future research directions are provided. 相似文献
14.
Philip H. Winne 《Instructional Science》1982,11(1):13-28
Prior research on learning from instruction has used a three-stage model of effects. The model posits that (1) an instructional stimulus cues the learner to use particular cognitive processes to operate on content, (2) these operations are executed, and (3) the result facilitates learning. While theories focus on all three stages, experiments have provided only indirect evidence about how well each is accomplished and rarely have controlled directly all three key sources of variance. An illustrative analysis of learning from instruction is presented, and a procedure is proposed that probabilistically increases control over the theoretically significant cognitive causes of instructional effects. 相似文献
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16.
John I. Goodlad 《Journal of Experimental Education》2013,81(4):301-328
Past research on cognition has demonstrated that cognitive learning strategies used to complement instruction can have beneficial effects on memory and subsequent achievement. The utilization of microcomputer technology to deliver instructional content to students provides an optimum environment to examine the instructional effectiveness of embedded instructional strategies. The purpose of this study was to examine the effect of an imagery cue and an attention directing strategy within a context of a microcomputer learning environment that provided both self-paced and externally paced instruction. Achievement was measured on five different tests designed to measure different educational objectives. One hundred eighty freshman students were randomly assigned to one of nine treatment groups. The results of the study indicate that embedding an imagery cue and an attention directing strategy in an instructional sequence increases student achievement. A combination of the two embedded strategies was also effective in improving students’ achievement; however, the combining of the two strategies did not have a cumulative effect. It was also determined that the effectiveness of the embedded strategies was dependent on whether the instruction was self-paced or externally paced. 相似文献
17.
清华大学大一学生词汇学习观念与策略调查 总被引：4，自引：0，他引：4
近年来 ,国内外二语词汇习得领域的研究有了更多、更快的发展。受这些研究的启发 ,作者通过问卷 ,运用统计分析的方法 ,调查了清华大学非英语专业 2 0 3名大一学生对英语词汇学习的观念以及策略使用的情况。在此调查结果的基础上 ,作者对词汇知识教学以及词汇学习策略训练提出了一些建议 相似文献
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19.
Patricia L. Hardré 《Innovative Higher Education》2005,30(3):163-175
Institutions need effective and efficient methods of professional development for preparing graduate students to teach. These
skills are important both for their immediate roles as teaching assistants (TAs) and for their eventual roles in the professoriate.
An iterative process model from instructional design can function as a cognitive organizational framework for the development
of teaching expertise. It facilitates expertise by supporting TAs in connecting new and existing knowledge about teaching
and learning in meaningful ways that reflect the cognitive processes of expert teachers. Thus, it can support both the current
and future development of teaching expertise and facilitate the application of knowledge in the form of teaching strategies.
Patricia L. Hardré earned her Ph.D. in Education at the University of Iowa. She specializes in Instructional Design and Technology
with emphases on cognition and instruction, human motivation, and educational assessment. She is currently an Assistant Professor
in the Department of Educational Psychology at the University of Oklahoma. Her current research pursuits include K-12 teacher
education, TA training and development, high school students' motivation to learn and persist in school, and the effects of
computer-based administration of research instruments. 相似文献
20.
“满怀激情地探究感兴趣的问题”——戴维·乔纳森博士访谈 总被引：1，自引：0，他引：1
戴维·乔纳森博士现为美国密苏里—哥伦比亚大学教育学院杰出教授。自 1976 年取得坦普尔大学教育媒体与教育心理学博士学位以来，乔纳森先后在世界上多所大学任教，例如美国的宾夕法尼亚州立大学、科罗拉多大学、北卡罗纳大学，荷兰的特温特大学，巴西的巴西利亚大学，新家坡的南洋理工大学，挪威的卑尔根大学等。乔纳森教授发表了 27 本专著以及大量的文章、论文，其研究领域涉及视觉文化、认知风格、教学设计、基于计算机的学习、超媒体、建构主义、建构主义学习环境以及认知工具等。最近编辑出版的专著有：《学习环境的理论基础》（2000）、《学会用技术解决问题：一个建构主义者的观点》（2003）、《教育传播与技术研究手册》（2004）和《学会解决问题：教学设计指南》（2004）。乔纳森博士当前的研究主要关注认知建模与认知任务分析、问题解决、建构主义学习环境设计、学习中认知工具的开发等。乔纳森教授的个人网站：http://www.coe.missouri.edu/~jonassen 相似文献