کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
365864 | 621236 | 2009 | 15 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
The worked-example effect using ill-defined problems: Learning to recognise designers' styles
دانلود مقاله + سفارش ترجمه
دانلود مقاله ISI انگلیسی
رایگان برای ایرانیان
کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
پیش نمایش صفحه اول مقاله
![عکس صفحه اول مقاله: The worked-example effect using ill-defined problems: Learning to recognise designers' styles The worked-example effect using ill-defined problems: Learning to recognise designers' styles](/preview/png/365864.png)
چکیده انگلیسی
This research uses cognitive load theory and theories of visual literacy to provide a theoretical underpinning for techniques to improve students' ability to recognise designers' styles in higher education. Using a lecture followed by tutorial format, students were required to learn the characteristics needed to identify a designer's work either by studying worked examples or by completing problem-solving tasks. The principle conclusion drawn from two experiments was that novice learners who have a moderate level of visual literacy skills are more successful at identifying a designer's work after studying worked examples compared to novice learners provided with problem-solving tasks.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 19, Issue 2, April 2009, Pages 185–199
Journal: Learning and Instruction - Volume 19, Issue 2, April 2009, Pages 185–199
نویسندگان
Arianne Rourke, John Sweller,