Cognitive Load beim Lernen aus Lösungsbeispielen
Cognitive Load During Learning from Worked-Out Examples
Abstract
Zusammenfassung: Die Effektivität des Lernens aus Lösungsbeispielen im Vergleich zum Lernen durch Problemlösen wird derzeit mit der Cognitive Load-Theorie erklärt: Beim Lernen aus Lösungsbeispielen wird das Arbeitsgedächtnis weniger belastet, daher bleibt mehr Raum für Lern- und Verstehensprozesse. Um diese These direkt experimentell zu überprüfen, wurde das dual task-Paradigma eingesetzt. 80 Studierende der Geistes- und Sozialwissenschaften wurden auf die Zellen eines 2 × 2-faktoriellen Designs (Faktor 1: Lernen aus Lösungsbeispielen vs. Lernen durch Problemlösen; Faktor 2: mit vs. ohne Zweitaufgabe) verteilt. Der Lernstoff war Wahrscheinlichkeitsrechnung. Der Lernerfolg wurde mit einem Nachtest erfasst. Das Befundmuster hinsichtlich des Lernerfolgs und der Reaktionszeiten auf eine Zweitaufgabe in den vier experimentellen Gruppen stimmte mit den aus der Cognitive-Load-Theorie abgeleiteten Hypothesen überein.
Summary: The effectiveness of learning from worked-out examples, in comparison to problem-solving, is presently explained by the Cognitive Load Theory: Learning from worked-out examples demands less cognitive capacity, more “room” for processes of learning is available. In order to directly test this hypothesis the dual task paradigm was employed. Eighty students of human arts and social sciences were assigned to the cells of a 2 × 2-factorial design (factor 1: learning from worked-out examples vs. learning by problem-solving; factor 2: with vs. without secondary task). The learning contents were probability. The learning outcomes were assessed by a post-test. The result pattern with respect to the learning outcomes and the reaction times to a secondary task in the four experimental groups fully supported Cognitive Load Theory.
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