Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/15534
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Ngu, Bing | en |
dc.contributor.author | Yeung, Alexander | en |
dc.contributor.author | Tobias, Stephen | en |
dc.date.accessioned | 2014-08-26T16:05:00Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Instructional Science, 42(5), p. 685-713 | en |
dc.identifier.issn | 1573-1952 | en |
dc.identifier.issn | 0020-4277 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/15534 | - |
dc.description.abstract | Eighth grade students in Australia (N = 60) participated in an experiment on learning how to solve percentage change problems in a regular classroom in three conditions: unitary, pictorial, and equation approaches. The procedure involved a pre-test, an acquisition phase, and a post-test. The main goal was to test the relative merits of the three approaches from a cognitive load perspective. Experimental results indicated superior performance of the equation approach over the unitary or pictorial approach especially for the complex tasks. The unitary approach required students not only to process the interaction between numerous elements within and across solution steps, but also to search for critical information, thus imposing high cognitive load. The pictorial approach did not provide a consistent approach to tackling various percentage change problems. Coupled with the need to coordinate multiple elements within and across solution steps, and the need to search for relevant information in the diagram, this approach imposed high cognitive load. By treating the prior knowledge of percentage quantity as a single unit, the equation approach required students to process two elements only. Empirical evidence and theoretical support favor the equation approach as an instructional method for learning how to solve percentage change problems for eighth graders. | en |
dc.language | en | en |
dc.publisher | Springer Netherlands | en |
dc.relation.ispartof | Instructional Science | en |
dc.title | Cognitive load in percentage change problems: unitary, pictorial, and equation approaches to instruction | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1007/s11251-014-9309-6 | en |
dc.subject.keywords | Mathematics and Numeracy Curriculum and Pedagogy | en |
local.contributor.firstname | Bing | en |
local.contributor.firstname | Alexander | en |
local.contributor.firstname | Stephen | en |
local.subject.for2008 | 130208 Mathematics and Numeracy Curriculum and Pedagogy | en |
local.subject.seo2008 | 930102 Learner and Learning Processes | en |
local.subject.seo2008 | 930101 Learner and Learning Achievement | en |
local.subject.seo2008 | 930201 Pedagogy | en |
local.profile.school | School of Education | en |
local.profile.school | School of Education | en |
local.profile.email | bngu@une.edu.au | en |
local.profile.email | A.Yeung@uws.edu.au | en |
local.profile.email | stobias@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20140220-16208 | en |
local.publisher.place | Netherlands | en |
local.format.startpage | 685 | en |
local.format.endpage | 713 | en |
local.identifier.scopusid | 84905586025 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 42 | en |
local.identifier.issue | 5 | en |
local.title.subtitle | unitary, pictorial, and equation approaches to instruction | en |
local.contributor.lastname | Ngu | en |
local.contributor.lastname | Yeung | en |
local.contributor.lastname | Tobias | en |
dc.identifier.staff | une-id:bngu | en |
dc.identifier.staff | une-id:stobias | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:15767 | en |
local.identifier.handle | https://hdl.handle.net/1959.11/15534 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Cognitive load in percentage change problems | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Ngu, Bing | en |
local.search.author | Yeung, Alexander | en |
local.search.author | Tobias, Stephen | en |
local.uneassociation | Unknown | en |
local.identifier.wosid | 000340093400002 | en |
local.year.published | 2014 | en |
local.subject.for2020 | 390109 Mathematics and numeracy curriculum and pedagogy | en |
local.subject.seo2020 | 160302 Pedagogy | en |
Appears in Collections: | Journal Article School of Education |
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