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Full-Text Articles in Education
Cognitive Architecture And Instructional Design: 20 Years Later, John Sweller, Jeroen J. G Van Merrienboer, Fred Paas
Cognitive Architecture And Instructional Design: 20 Years Later, John Sweller, Jeroen J. G Van Merrienboer, Fred Paas
Faculty of Social Sciences - Papers (Archive)
Cognitive load theory was introduced in the 1980s as an instructional design theory based on several uncontroversial aspects of human cognitive architecture. Our knowledge of many of the characteristics of working memory, long-term memory and the relations between them had been well-established for many decades prior to the introduction of the theory. Curiously, this knowledge had had a limited impact on the field of instructional design with most instructional design recommendations proceeding as though working memory and long-term memory did not exist. In contrast, cognitive load theory emphasised that all novel information first is processed by a capacity and duration …
Augmenting Instructional Animations With A Body Analogy To Help Children Learn About Physical Systems, Wim T. J. L Pouw, Tamara Van Gog, Rolf A. Zwaan, Fred Paas
Augmenting Instructional Animations With A Body Analogy To Help Children Learn About Physical Systems, Wim T. J. L Pouw, Tamara Van Gog, Rolf A. Zwaan, Fred Paas
Faculty of Social Sciences - Papers (Archive)
We investigated whether augmenting instructional animations with a body analogy (BA) would improve 10- to 13-year-old children's learning about class-1 levers. Children with a lower level of general math skill who learned with an instructional animation that provided a BA of the physical system, showed higher accuracy on a lever problemsolving reaction time task than children studying the instructional animation without this BA. Additionally, learning with a BA led to a higher speed-accuracy trade-off during the transfer task for children with a lower math skill, which provided additional evidence that especially this group is likely to be affected by learning …
Instructional Strategies To Promote Incremental Beliefs In Youth Sport, Stewart A. Vella, Dylan P. Cliff, Anthony D. Okely, Dana L. Weintraub, Thomas N. Robinson
Instructional Strategies To Promote Incremental Beliefs In Youth Sport, Stewart A. Vella, Dylan P. Cliff, Anthony D. Okely, Dana L. Weintraub, Thomas N. Robinson
Faculty of Social Sciences - Papers (Archive)
Implicit beliefs about the nature of human abilities have significant motivational, behavioral, and affective consequences. The purpose of this article was to review the application of implicit beliefs to the youth sport context and to provide theoretically derived and evidence-based instructional strategies to promote adaptive implicit beliefs about human abilities within this context. A narrative overview of theory and a review of research pertaining to implicit beliefs in education, sport, and physical activity are undertaken. Theoretically derived and evidence-based instructional strategies are outlined, and specific coaching behaviors are suggested. Six instructional strategies to promote adaptive implicit beliefs in these contexts …
Affective Learning Profiles In Compulsory High School Physical Education: An Instructional Communication Perspective, Collin Webster, Diana Mindrila, Glenn Weaver
Affective Learning Profiles In Compulsory High School Physical Education: An Instructional Communication Perspective, Collin Webster, Diana Mindrila, Glenn Weaver
Faculty of Social Sciences - Papers (Archive)
Affective learning is a major focus of the national K-12 physical education (PE) content standards (National Association for Sport and Physical Education [NASPE, 2004]). Understanding how students might fit into different affective learning subgroups would help extend affective learning theory in PE and suggest possible intervention strategies for teachers wanting to increase students' affective learning. The present study used cluster analysis (CA) and latent profile analysis (LPA) to develop a two-level affective learning-based typology of high school students in compulsory PE from an instructional communication perspective. The optimal classification system had ten clusters and four latent profiles. A comparison of …