Cognitive Architecture and Instructional Design   总被引：48，自引：0，他引：48  

John Sweller  Jeroen J. G. van Merrienboer  Fred G. W. C. Paas 《Educational Psychology Review》1998,10(3):251-296

Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it.  相似文献   

Computer-Mediated Communication Environments in Teacher Education: Computer Conferencing and the Supervision of Student Teachers     

Admiraal  Wilfried F.  Lockhorst  Ditte  Wubbels  Theo  Korthagen  Fred A.J.  Veen  Wim 《Learning Environments Research》1998,1(1):59-74

The use of computer conferencing environments with student teachers and their supervisors was implemented during teaching practice and evaluated for four teacher education programs. Computer conferencing can be contrasted with the more common supervision methods, such as face-to-face conferences between the student teacher and the cooperating teacher, or between a group of student teachers and their supervisor at the teacher education institute. In our evaluation, we focused on participants' opinions of computer conferencing and their participation, activities and educational outcomes. During their field experiences, student teachers used computer conferencing primarily to exchange emotional support when they recognised similar experiences among their peers. It was less used for reflecting on their teaching and exchanging pedagogical content knowledge, including instructional methods and designs, classroom management strategies, general and instructional theories, and aspects of the teaching profession. This finding led to the conclusion that more attention should be paid to the structure of student teachers' learning environment, because more coaching and instruction of student teachers in their systematic and reflective use of computer conferencing leads to more varied and extensive communication  相似文献   

Elementary Pre-Service Teacher Perceptions of the Greenhouse Effect   总被引：2，自引：2，他引：0  

Groves  Fred H.  Pugh  Ava F. 《Journal of Science Education and Technology》1999,8(1):75-81

Environmental issues are an important topic both in national news, and in science education. Previous studies revealed that students hold many misconceptions relating to such issues as global warming, ozone depletion, and acid rain. This article expands on earlier work by Boyes et al. to examine pre-service teachers' views about these issues, especially global warming and the related term, the greenhouse effect, and the effect of their views on elementary student performance. Results support the findings of Boyes et al. that elementary education majors hold many misconceptions about these environmental issues, and these can effect their teaching of these topics in elementary classes.  相似文献   

The communication of laboratory investigations by university entrants     

Bob Campbell  Loveness Kaunda  Saalih Allie  Andy Buffler  Fred Lubben 《科学教学研究杂志》2000,37(8):839-853

The purpose of the study reported here was to analyse the ways in which unversity entrant science students carry out and communicate experimental activities and to identify a model to explain characteristic communication practices. The study was prompted by a need to inform the development of an introductory laboratory course. The students studied shared an educational background characterised by a lack of experience with laboratory work and scientific writing. Seven groups of three students were studied. The investigative strategies of these groups were observed. Laboratory reports were used to identify the ways in which students communicated these strategies. Data are presented that show a discrepancy between the strategies used and those reported. The results suggest that: (i) students' perceptions of the purpose of a laboratory task influence their decisions on what to report; (ii) understandings of laboratory procedures greatly influence their decision on what to report and on how much detail to include in a report and; (iii) knowledge of discourse rules contributes to effective reporting. It is concluded that students' communication of an investigation results from the differential operation of various perceptual filters that determine both the procedural and discourse elements of their reports. It is recommended that the communication of science should be taught explicitly and alongside the procedures and concepts of science. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 839–853, 2000  相似文献   

A proposal for the collaborative development of authentic performance technology     

Richard E. Clark  Fred Estes 《Performance Improvement》2000,39(4):48-53

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Glover,G., Ronning,R., & Reynolds,C. (Eds.). (1989). Handbook of creativity: Perspectives on individual differences. New York: Plenum, 447 pp., $60.00     

Fred H. Wallbrown 《Psychology in the schools》1991,28(3):279-280

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A model for helping people hit their performance targets     

Fred Nickols 《Performance Improvement》2010,49(8):21-26

This article presents the target model of human behavior and performance. The model is a closed‐loop, feedback‐governed view of human behavior and performance, which is to say it acknowledges that the performer controls his or her performance. The model provides a useful diagnostic framework for examining problems of human performance in the workplace. An example of its application is included.  相似文献