The Learning Effectiveness for "Worked-Example and Problem-Solving" Pairing Combination in Electronics Remedial Teaching and the Impact on It by Cognitive Load

被引：0

作者：

Chang, Pei-Hua ^{[1
]}

Cheng, Su-Fen ^{[2
]}

Cheng, Chi-Wei ^{[3
]}

Tzeng, Ching-Biau ^{[1
]}

机构：

[1] Kun Shan Univ, Dept Elect Engn, Tainan, Taiwan

[2] Kaohsiung Med Univ, Dept Med Sociol & Social Work, Kaohsiung, Taiwan

[3] Tunghai Univ, Dept Social Work, Taichung, Taiwan

来源：

PROCEEDINGS OF 2020 IEEE INTERNATIONAL CONFERENCE ON TEACHING, ASSESSMENT, AND LEARNING FOR ENGINEERING (IEEE TALE 2020) | 2020年

关键词：

worked-example; problem-solving; cognitive load; remedial teaching; INSTRUCTIONAL-DESIGN; ARCHITECTURE;

D O I：

10.1109/TALE48869.2020.9368370

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

For novices in electronics, knowing how to effectively guide their use of working memory to construct schemas and to reduce extraneous cognitive load (CL) is the important point for instructional design. The purpose of this study is to explore the learning effectiveness of applying different worked-example(W) and problem-solving(P) combination to the teaching of Electronics, and its impact on cognitive load (CL). Twenty-nine sophomores joined the remedial teaching plan for six weeks. They were randomly divided into two groups. Group A receives three weeks of remedial teaching of worked-example then problem-solving (W-P) and problem-solving then worked-example (P-W) successively, and vice versa in group B. The research results presented (1) A significant difference in the total progress score of Group A and of component characteristics in Group A and B in round 2. (2) For group B, the component characteristics and circuit analysis of round 2 are significantly different from those of round 1. (3) In round 2, the learning effectiveness of group A and group B is significantly related to learning favorite degree and problem-comprehending expenditure.

引用

页码：23 / 30

页数：8

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