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Effects of Different Advance Organizers on Mental Model Construction and Cognitive Load Decrease

정은경|김회수|오선아|Yeun-Soon KIM
한국교육공학회 (Korean Society Of Educational Technology)|2009.10|Educational Technology International|제10권 제2호|pp. 145-166

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참고문헌

키워드

cognitive loadworking memorydual task methodologyadvance organizers
주제분류교육학

초록

The purpose of this study was to investigate why advance organizers (AO) are effective in promoting comprehension and mental model formation in terms of cognitive load. Two experimental groups: a concept-map AO group and a key-word AO group and one control group were used. This study considered cognitive load in view of Baddeley’s working memory model: central executive (CE), phonological loop (PL), and visuo-spatial sketch pad (VSSP). The present experiment directly examined cognitive load using dual task methodology. The results were as follows: central executive (CE) suppression task achievement for the concept map AO group was higher than the key word AO group and control group. Comprehension and mental model construction for the concept map AO group were higher than the other groups. These results indicated that the superiority of concept map AO owing to CE load decrement occurred with comprehension and mental model construction in learning. Thus, the available resources produced by CE load reduction may have been invested for comprehension and mental model construction of learning contents.

Abstract

The purpose of this study was to investigate why advance organizers (AO) are effective in promoting comprehension and mental model formation in terms of cognitive load. Two experimental groups: a concept-map AO group and a key-word AO group and one control group were used. This study considered cognitive load in view of Baddeley’s working memory model: central executive (CE), phonological loop (PL), and visuo-spatial sketch pad (VSSP). The present experiment directly examined cognitive load using dual task methodology. The results were as follows: central executive (CE) suppression task achievement for the concept map AO group was higher than the key word AO group and control group. Comprehension and mental model construction for the concept map AO group were higher than the other groups. These results indicated that the superiority of concept map AO owing to CE load decrement occurred with comprehension and mental model construction in learning. Thus, the available resources produced by CE load reduction may have been invested for comprehension and mental model construction of learning contents.

참고문헌 (56)

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The Effects of Generative Concept Map onScience Learning Achievement and Cognitive Load김연순, 오선아한국교육공학회 · Educational Technology International2016 · 제17권 제2호선행조직자 유형이 학업성취도와 작동기억 인지부하에 미치는 효과김연순, 오선아한국교육공학회 · 교육공학연구2006 · 제22권 제4호Research on Cognitive Load Theory and Its Design Implications for Problem Solving Instruction권숙진한국교육공학회 · Educational Technology International2010 · 제11권 제1호하이퍼미디어 보조 학습에서 스캐폴딩 유형과 작동기억이 정신모형 형성에 미치는 효과진화봉한국교육정보미디어학회 · 교육정보미디어연구2006 · 제12권 제3호The Effect of the Types of Learning Material and Epistemological Beliefs in an Ill-structured Problem Solving강성관, 김연순, 오선아한국교육공학회 · Educational Technology International2015 · 제16권 제2호웹 기반 하이퍼텍스트 학습에서 협동학습, 그래픽 조직자와 공유인지가 메타인지와 작동기억 부하 분산 및 상황모형 구축에 미치는 효과김회수한국교육공학회 · 교육공학연구2011 · 제27권 제2호

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