Cognitive load theory,educational research,and instructional design: some food for thought

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load.     

BE COOL! a digital learning environment to challenge and socially include gifted learners

Educational technology research and development - This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn...     

技术创新对企业竞争优势的影响研究--以扬子石化有限公司为案例

技术创新如何影响企业的竞争优势,笔者运用迈克尔·波特的价值活动理论作为竞争优势来源的分析工具.     

格群根式类的映射刻画

证明了所有的格群根式类都由相应的根式映射唯一确定．利用根式映射的特征性质，我们可以得到格群根式类的某些有趣而重要的性质，并能给出某些已知定理的简单证明．     

Offering and discovering domain information in simulation-based inquiry learning

The present study investigated how presenting domain information influences scientific reasoning and knowledge acquisition in low prior knowledge students. Fifty-five college freshmen received an inquiry task in an unfamiliar domain and were randomly assigned to a condition in which domain information was available before and during the task, before the task, or not at all. Students in the first two conditions exhibited more hypothesis-driven behavior and acquired more knowledge than students without access to domain information. The comparison among the two conditions with domain information yielded similar results in favor of the before and during condition. Together these findings confirm the predicted superiority of the before-plus-during format.     

PREDICTING (UNDER)ACHIEVEMENT OF GIFTED CHILDREN

Gifted children may perform worse or achieve much less than expected: how can this happen and how can such underachievement be prevented? To answer this question it is theorized that personal variables (e.g. identity, cognitive and motivational factors) and environmental variables (e.g. home and school) influence or interact with each other. The environmental variables may occur at different levels, e.g., the individual level or the group level Mutual influences or interactions between variables at different levels can be integrated within an interactional multilevel theory. A first example of such a theory is constructed with the aid of four consecutive developmental models. With a child's increasing age the number of variables in a model increases because of the child's growth in cognitive complexity and the accumulating differentiation in meaningful environmental levels and situations. With these models it is possible to explain a gifted child's underachievement in certain situations and its simultaneous high achievement in others. It is also possible to predict that by changing certain environmental characteristics underachievement can be turned into high achievement.     

Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria

Journal of Science Education and Technology - Giving and receiving peer feedback is seen as an important vehicle for deep learning. Defining assessment criteria is a first step in giving feedback...