Applying Cognitive Theory to Chemistry Instruction: The Case for Worked Examples

Autor/inn/en	Crippen, Kent J.; Brooks, David W.
Titel	Applying Cognitive Theory to Chemistry Instruction: The Case for Worked Examples
Quelle	In: Chemistry Education Research and Practice, 10 (2009) 1, S.35-41 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/b901458f
Schlagwörter	Chemistry; Science Instruction; Epistemology; Learning Activities; Motivation; Short Term Memory; Feedback (Response); Problem Solving; Cognitive Processes; Difficulty Level; Scaffolding (Teaching Technique); Instructional Materials; Active Learning; Inquiry; Expertise; Drills (Practice); Secondary School Science; College Science + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Erkenntnistheorie; Lernaktivität; psychologische; Motivation (psychologisch); Kurzzeitgedächtnis; Problemlösen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Aktives Lernen; Expert appraisal
Abstract	The case for chemistry instruction based on worked examples is presented, using a contemporary model of human learning. We begin by detailing human cognitive architecture and outlining the Interactive Compensatory Model of Learning (ICML). Through the ICML, the role of motivation, deliberate practice and feedback are detailed as key variables in the development of expertise. Using instructional examples, the strategy of worked example-based learning is described and contrasted with more open-ended forms of instruction. The learning mechanism inherent in instruction based on worked examples is shown to be theoretically consistent with the principles of the ICML. (Contains 4 figures.) (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10