Facilitating flexible problem solving: A cognitive load perspective

The development of flexible, transferable problem-solving skills is an important aim of contemporary educational systems. Since processing limitations of our mind represent a major factor influencing any meaningful learning, the acquisition of flexible problem-solving skills needs to be based on known characteristics of our cognitive architecture in order to be effective and efficient. This paper takes a closer look at the processes involved in the acquisition of flexible problem-solving skills within a cognitive load framework. It concludes that (1) cognitive load theory can benefit from putting more emphasis on generalized knowledge structures; (2

Contemporary cognitive load theory research: The good, the bad and the ugly

Kirschner, P. A., Ayres, P., & Chandler, P. (2011). Contemporary cognitive load theory research: The good, the bad and the ugly. Computers in Human Behavior, 27(1), 99-105. doi:10.1016/j.chb.2010.06.025This paper reviews the 16 contributions of the special issue entitled Current Research in Cognitive Load Theory. Each paper is briefly summarized and some critical comments made. The overall collection is then discussed in terms of the positive contributions they make to the field of learning and instruction, and cognitive load theory in particular (the good), as well as problematical issues such as unresolved explanations and conflicting results (the bad) and the special case of measuring cognitive load (the ugly)

Cognitive load theory and multimedia learning, task characteristics, and learning engagement: The current state of the art

Kirschner, F., Kester, L., & Corbalan, G. (2011). Cognitive load theory and multimedia learning, task characteristics, and learner engagement: The current state of the art. Computers in Human Behavior, 27, 1-4. doi:10.1016/j.chb.2010.05.003This special issue consists of 16 empirical papers, as well as a discussion based on the Third International Cognitive Load Theory Conference held at the Open Universiteit (Heerlen, The Netherlands) in 2009. All papers focus on improving instructional design from a cognitive load theory (CLT: Sweller, 1988; Sweller, Van Merriënboer, & Paas, 1998; Van Merriënboer & Sweller, 2005) perspective. They cover a wide variety of topics in which learner characteristics, tasks characteristics, and the interaction between both are studied in, new, innovative, but also traditional ways, thereby providing an overview of the current state of the art on CLT research. The overarching goal of all studies is to gain more understanding and insight into the optimal conditions under which learning can be successful, and students will be able to apply their acquired knowledge and skills in new or familiar problem solving situations. Together, the papers comprise three ways in which this overarching goal is reached: (1) by studying multimedia learning environments, (2) by studying different characteristics of a learning task and, (3) by studying how learners can be actively engaged in the learning process. Although, the research focus of most papers fit nicely within these research topics, some overlap is inevitable. The categorization has been made on the basis of the most prominent research focus and findings of each study

Students with Disabilities: Perspectives of Regular Education Teachers of Increased Inclusion

The purpose of this study was to explore regular education teachers’ perceptions of inclusion. The participants of this study were K-12 regular education teachers located in Tennessee’s First region. Specifically, this research explored (1) perceptions of the impact of inclusion on instructional strategies, (2) perceived level of preparedness to effectively teach students with disabilities (3) professional development needs of regular education teachers instructing students with disabilities, and (4) collaborative relationships between regular and special educators. The data sources analyzed consisted of a survey design using a 4-point Likert scale. Each research question had a corresponding null hypothesis. Each research question was analyzed using a single sample t-test with mid-point of the scale (2.5) as the value representing neutrality. All data were analyzed at the .05 level of significance. Findings indicated that participants’ overall perceptions of inclusion were significantly positive

Effects of using creative problem solving in eighth grade technology education class at Hopkins North Junior High School

Includes bibliographical references

Toolboxes and handing students a hammer: The effects of cueing and instruction on getting students to think critically

Developing critical thinking skills is a common goal of an undergraduate physics curriculum. How do students make sense of evidence and what do they do with it? In this study, we evaluated students' critical thinking behaviors through their written notebooks in an introductory physics laboratory course. We compared student behaviors in the Structured Quantitative Inquiry Labs (SQILabs) curriculum to a control group and evaluated the fragility of these behaviors through procedural cueing. We found that the SQILabs were generally effective at improving the quality of students' reasoning about data and making decisions from data. These improvements in reasoning and sensemaking were thwarted, however, by a procedural cue. We describe these changes in behavior through the lens of epistemological frames and task orientation, invoked by the instructional moves

Mentoring: Adding Value to Organizational Culture

Given that leadership is value-based and relationship-permeated, one asks how leaders can transfer personal and organizational value to employees. One answer to this is through mentoring. Mentoring young or inexperienced workers is an investment in the future of business, the school system, organizations, etc. Understanding this idea is difficult because current mentoring research demonstrates that mentoring is more convoluted than was once thought. This article will make an effort to untangle some of this research and then suggest a “common sense” and “practical” definition of “mentoring.” This is a definition that can be used in large and small businesses, in churches, schools, and by community organizations. In our conclusion, we summarize the research examined: The characteristics of a mentor The characteristics of a mentor-protégé relationship A description of the mentoring process A simple definition of “mentoring” that is widely applicabl

What is the Added Value of Web-based Learning and Teaching? The Case of Tampere University of Technology

In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-9The purpose of this paper is to describe added value in web-based learning. The question is how contexts and situations influence added value and what university students think of it. The added value in a given learning context should not be generalized to all contexts

Повышение уровня готовности преподавателей к педагогическому проектированию

In the situation of pedagogical theory focus on a new personality-oriented and competence paradigm of education and upbringing, it becomes necessary to develop design activities of all subjects of educational process in a preschool educational institution. The relevance of the study is due to insufficient development of pedagogical design processes in a preschool educational institution. Therefore, the purpose of the article is to improve pedagogical design process in a preschool educational institution to increase the level of teachers' readiness for pedagogical activity.Pedagogical design in preschool educational institutions is very important due to the following socio-economic, psychological and pedagogical requirements: the development of market relations; development of design taking into account innovative processes in education; need for social protection of a person, preparing him for life in future. The authors developed a model of pedagogical design that ensures unity of administrative, pedagogical, educational activities of the subjects of educational process, thereby improving the level of management activities organization, personal and professional development of teachers and pupils. The treated results will contribute to further improvement of pedagogical design.En la situación de la teoría pedagógica centrada en un nuevo paradigma de educación y educación orientado a la personalidad y competencia, se hace necesario desarrollar actividades de diseño de todas las materias del proceso educativo en una institución educativa preescolar. La relevancia del estudio se debe al desarrollo insuficiente de los procesos de diseño pedagógico en una institución educativa preescolar. Por lo tanto, el propósito del artículo es mejorar el proceso de diseño pedagógico en una institución educativa preescolar para aumentar el nivel de preparación de los docentes para la actividad pedagógica. El diseño pedagógico en las instituciones educativas preescolares es muy importante debido a los siguientes aspectos socioeconómicos, psicológicos y pedagógicos. requisitos: el desarrollo de las relaciones de mercado; desarrollo de diseño teniendo en cuenta procesos innovadores en educación; necesidad de protección social de una persona, preparándolo para la vida en el futuro. Los autores desarrollaron un modelo de diseño pedagógico que garantiza la unidad de las actividades administrativas, pedagógicas y educativas de los sujetos del proceso educativo, mejorando así el nivel de organización de las actividades de gestión, el desarrollo personal y profesional de los docentes y alumnos. Los resultados tratados contribuirán a una mayor mejora del diseño pedagógico.В ситуации, когда педагогическая теория ориентируется на новую личностно-ориентированную и компетентностную парадигму обучения и воспитания, возникает необходимость в разработке проектных мероприятий всех субъектов образовательного процесса в дошкольном образовательном учреждении. Актуальность исследования обусловлена недостаточной разработкой процессов педагогического проектирования в дошкольном образовательном учреждении. Поэтому целью статьи является совершенствование процесса педагогического проектирования в дошкольном образовательном учреждении с целью повышения уровня готовности педагогов к педагогической деятельности. Педагогическое проектирование в дошкольных образовательных учреждениях очень важен в связи со следующими социально-экономическими, психолого-педагогическими требованиями: развитие рыночных отношений; разработка дизайна с учетом инновационных процессов в образовании; необходимость социальной защиты человека, подготовка его к жизни в будущем. Авторами разработана модель педагогического проектирования, обеспечивающая единство управленческой, педагогической, образовательной деятельности субъектов образовательного процесса, тем самым повышается уровень организации управленческой деятельности, личностного и профессионального развития учителей и учеников. Выявленные результаты будут способствовать дальнейшему совершенствованию педагогического проектирования

Conscious discipline implementation : a case study on teacher management of chronic problem behaviors

Effective classroom management is one of the most important factors that contributes to instructional time and student achievement. Conscious Discipline is an approach to classroom management that emphasizes social-emotional development of adults and the children that they interact with. This study examined the implementation of this approach in nine kindergarten thru third grade classrooms. The teachers participated in the experimental group (n = 8) or the control group (n = 1). The teachers who participated in this study received Conscious Discipline training during the Fall 2011 school semester. The goals of this training were to help teachers enhance social and emotional skills of children, increase academic engagement, and change the teacher’s perceptions and responses to behavioral conflict situations in the classroom. Once fully implemented during the Spring 2012 semester teachers experienced a decrease in time spent correcting student misbehavior, an increase in student engagement, and a decrease in student misbehavior. Teacher data was collected through pre and post self-ratings and fidelity of implementation observations. In addition, student data was obtained through structured classroom behavioral observations, and behavioral and emotional ratings of students. Similar data was also collected on a control classroom not participating in the Conscious Discipline training. Results indicated trends in increased teacher’s perceptions of improved classroom management. Teachers reported significantly less time spent managing discipline issues following the implementation of the Conscious Discipline program. Social-emotional ratings significantly decreased for the target students. Behavior ratings indicated increased academic engagement across both target students and their peers. Additionally, teachers reported significantly less disruptive behaviors in their classrooms. Fidelity checks for the Conscious Discipline Skills and Structures were also reported