An Approach to Reducing Cognitive Load in the Teaching of Introductory Database Concepts

Autor/in	Bunch, John M.
Titel	An Approach to Reducing Cognitive Load in the Teaching of Introductory Database Concepts
Quelle	In: Journal of Information Systems Education, 20 (2009) 3, S.269-275 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-3096
Schlagwörter	Cognitive Processes; Difficulty Level; Undergraduate Students; Scaffolding (Teaching Technique); Community Colleges; Vignettes; Formative Evaluation; Student Attitudes; Mathematics Instruction; Mathematics Education; Mathematical Concepts; Computer Assisted Instruction; Educational Technology; Computer Software; Instructional Design; Learning Strategies; Databases; Computer Science Education; Database Design; Problem Based Learning; Urban Schools; Instructional Effectiveness; College Students; College Instruction; Programming + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Community college; Community College; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Datenbank; Computer science lessons; Informatikunterricht; Problem-based learning; Problemorientiertes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Unterrichtserfolg; Collegestudent; Hochschullehre; Programmierung
Abstract	This paper presents a goal-based scenario approach to teaching introductory database concepts to undergraduates using two different scaffolding methods. One method, termed "worked-out examples," attempts to reduce extraneous cognitive load by requiring students to complete increasingly complex missing parts of worked out examples. The other method, termed "progressive practice," attempts to reduce intrinsic cognitive load by requiring students to complete increasingly more complex scenarios, beginning with a simple example and culminating in an alternative form of the target scenario. Classroom results with these methods have been positive, and are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	Journal of Information Systems Education (JISE). c/o Al Harris, JISE Editor, Department of Computer Information Systems, Walker College of Business, Appalachian State University, Boone, NC 28608. Tel: 828-262-6180; Fax: 828-262-6190; e-mail: jise@appstate.edu; Web site: http://www.jise.appstate.edu/index.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10