The example-problem-based learning model : applying cognitive load theory
Cognitive Load Theory (CLT) suggests that learning takes place best in a situation that equivalent to individual cognitive design. Thus, this article proposes a learning model called Example-Problem-Based Learning (EPBL) which a combination of two learning strategies: worked-examples and problem-sol...
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| Pengarang-pengarang Utama: | , |
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| Format: | Conference or Workshop Item |
| Diterbitkan: |
2015
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| Subjek-subjek: | |
| Capaian Atas Talian: | http://eprints.uthm.edu.my/7299/ |
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| Ringkasan: | Cognitive Load Theory (CLT) suggests that learning takes place best in
a situation that equivalent to individual cognitive design. Thus, this article
proposes a learning model called Example-Problem-Based Learning (EPBL)
which a combination of two learning strategies: worked-examples and
problem-solving. This teaching method guides students to go through several
cognitive development. At the early stages of knowledge acquisition, novice
students benefit more from worked-examples, which is a model of problemsolving.
After they have gained sufficient knowledge, worked-examples may
no longer be appropriate because the positive effects of worked-examples will
be lost. Therefore, learning through problem-solving should be applied since
students have already equipped with profound domain knowledge. Established
in an experiment conducted, the EPBL teaching method enhances students’
knowledge acquisitions, learning transfer, and mental effort during learning; as
well as increasing the learning efficiency |
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