Literaturnachweis - Detailanzeige
| Autor/in | Maj, Stanislaw Paul |
|---|---|
| Titel | A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at All Educational Levels |
| Quelle | In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 2, (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Maj, Stanislaw Paul) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1305-8223 |
| Schlagwörter | Learning Theories; Cognitive Processes; Difficulty Level; Cognitive Ability; STEM Education; Outcomes of Education; Instructional Development; Elementary Secondary Education; Higher Education |
| Abstract | Current educational theories, such as Constructivism, are based on subjective principles which are open to interpretation and may result in wide variations in the quality of learning outcomes. Cognitive Load Optimization is a new quantitative, Science of Learning theory. Using this method, it is possible to define schemas (mental patterns of knowledge) with the quantitatively optimized minimum cognitive load which are the basis of instructional material development. Such materials represent the easiest possible learning paths. In one proof of concept experiment this new method was used to teach first year undergraduate mathematics to mature students in online mode. The pass rate and retention rates were both 100% and all learning objectives were met. Extensive evaluations strongly suggest that Cognitive Load Optimization can significantly improve teaching and learning outcomes in all STEM disciplines at all educational levels -- primary and secondary school, college and university. (As Provided). |
| Anmerkungen | Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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