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

Designing worked examples to teach lower primary school students fractions

Cognitive load theory is an instructional theory which aims to generate innovative instructional methods based on the known characteristics of human cognitive architecture. The worked example effect is a well-established phenomenon in cognitive load theory, indicating advantages of explicit instruction over pure problem-solving activities for novice learners. However, it has been mostly investigated with secondary and high school students rather than younger students, such as lower primary school students. This chapter reviews the worked example effect and provides empirical evidence of applying it in teaching fractions to lower primary school students.</p

Designing worked examples to teach lower primary school students fractions

Cognitive load theory is an instructional theory which aims to generate innovative instructional methods based on the known characteristics of human cognitive architecture. The worked example effect is a well-established phenomenon in cognitive load theory, indicating advantages of explicit instruction over pure problem-solving activities for novice learners. However, it has been mostly investigated with secondary and high school students rather than younger students, such as lower primary school students. This chapter reviews the worked example effect and provides empirical evidence of applying it in teaching fractions to lower primary school students.</p