期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：6
页码：2653-2668
DOI：10.29333/ejmste/90264
出版社：Pamukkale Univ Dept Sci Education
摘要：For elementary school students who are accustomed to solving single-layer
mathematical problems, integrating multiple mathematical concepts and applying
them to seek solutions is clearly a complex task. From the perspective of cognitive load,
students may often find their intrinsic cognitive load exceeding their processing
capacity when they face such tasks. This study investigated two strategies to manage
intrinsic cognitive load: pretraining and segmented learning. The researcher first
employed cognitive load theory to analyze the cognitive load faced by students using
the two types of materials and then performed an experiment to verify theoretical
analysis. At the same time, the researcher used the multidimensional cognitive load
scale to gauge the cognitive loads perceived by the students. Experiment results
showed that multidimensional cognitive load scale successfully measured the intrinsic
load and extraneous load perceived by the students and pretraining resulted in lower
perceived cognitive load than segmented learning. They further indicated that
interaction effects exist between the two strategy groups and the high and low prior
knowledge groups in posttest scores. This study suggests that pretraining is probably
a more suitable instructional strategy to manage intrinsic load for most older
elementary school students.
