The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications
The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications
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DOI：
10.1007/bf02504794
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发表时间：
2005-01-01
影响因子：
5
通讯作者：
Sweller, John
中科院分区：
文献类型：
--
作者：
Clarke, Tracey;Ayres, Paul;Sweller, John
根据认知负荷理论，教学的设计需要有利于长期记忆中知识的获取，同时减少对工作记忆的不必要的需求。当使用技术来提供教学时，学生学习使用技术和学习相关主题的顺序可能会产生认知负荷影响，并且应该与他们先前的知识水平相互作用。一项利用电子表格辅助学生学习数学的实验表明，对于不太了解电子表格的学生来说，在电子表格上进行顺序教学后再进行数学教学要优于并行演示。对电子表格有更多了解的学生的情况正好相反。这些结果可以用认知负荷理论来解释。
According to cognitive load theory, instruction needs to be designed in a manner that facilitates the acquisition of knowledge in long-term memory while reducing unnecessary demands on working memory. When technology is used to deliver instruction, the sequence in which students learn to use the technology and learn the relevant subject matter may have cognitive load implications, and should interact with their prior knowledge levels. An experiment, using spreadsheets to assist student learning of mathematics, indicated that for students with little knowledge of spreadsheets, sequential instruction on spreadsheets followed by mathematics instruction was superior to a concurrent presentation. The reverse was found for students with more knowledge of spreadsheets. These results are explained in terms of cognitive load theory.