Aditomo, Anindito (2009) Cognitive Load Theory and Mathematics Learning: A Systematic Review. ANIMA Indonesian Psychological Journal, 24 (3). pp. 207-217. ISSN 0215 - 0158
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Abstract
Cognitive load theory (CLT) is an instructional design theory which is based on an information processing view of human cognition. Recently, proponents of this theory have claimed that all forms of “minimally-guided instruction” lead to poorer learning compared to direct instruction because they impose irrelevant cognitive load. This article critically examines this claim by reviewing the empirical evidence that it is based on. This review focuses on studies of mathematics learning. This review concludes that there is little evidence to support the strong claim made by cognitive load theory. Theoretical and practical implications of this finding are discussed.
Item Type: | Article |
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Uncontrolled Keywords: | cognitive load theory, mathematics, learning, direct instruction |
Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
Divisions: | Faculty of Psychology > Department of Psychology |
Depositing User: | Anindito Aditomo 205003 |
Date Deposited: | 21 Aug 2015 02:24 |
Last Modified: | 24 Mar 2021 15:08 |
URI: | http://repository.ubaya.ac.id/id/eprint/25249 |
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