Research on Cognitive Load Theory and Its Design Implications for Problem Solving Instruction

서지정보

· 발행기관 : 한국교육공학회
· 수록지 정보 : Educational Technology International / 11권 / 1호
· 저자명 : Sukjin KWON

목차

Introduction
Review on the Studies of Self-Explanation and Externalization
Design Principles for Supporting Problem Representation
The Development of Problem Solving Instruction
Conclusions
References

초록

The purpose of this study was to develop the problem solving instruction facilitating novicelearner to represent the problem. For the purpose, we mainly focused on three aspects ofproblem solving. First, learner should represent the targeted problem and its solutions forproblem solving. Second, from crucial notions of cognitive load theory, learner's mental loadshould be optimized for problem representation. Third, for optimizing students’ mental load,experts may support making their thinking more visible and mapping from their intuition toexpert practice. We drew the design principles as follows. First, since providing worked examplesfor the targeted problem has been considered to minimize analogical errors as well as reducecognitive load in problem representation at line of problem solving and instructional research, itis needed to elaborate the way of designing. The worked example alternatively corresponds toexpert schema that consists of domain knowledge as well as strategies for expert-like problemrepresentation and solution. Thus, it may help learner to represent what the problem is and howto solve it in problem space. Second, principle can be that expert should scaffold learner’s selfexplanations.Because the students are unable to elicit the rationale from worked example, theexpert’s triggering scaffold may be critical in that process. The unexplained and incomplete partsof the example should be completed not by expert’s scaffold but by themselves. Critical portionof the expert’s scaffold is to explain about how to apply and represent the given problem, sincestudents’ initial representations may be reached at superficial or passive pattern of exampleelaboration. Finally, learner’s mental model on the designated problem domain should beexternalized or visualized for one’s reflection as well as expert’s scaffolding activities. Thevisualization helps learner to identify one’s partial or incorrect model. The correct model oflearner could be constructed by expert’s help.

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