Unit:
Κατεύθυνση Εφαρμογές της Ψυχολογίας στη σχολική κοινότηταLibrary of the School of Philosophy
Supervisors info:
Πέτρος Ρούσσος, Επίκουρος Καθηγητής, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Σπύρος Τάνταρος, Καθηγητής, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αικατερίνη Γκαρή, Καθηγήτρια, Τμήμα Ψυχολογίας, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
Η Θεωρία του Γνωστικού Φορτίου στη Διδασκαλία των Μαθηματικών στο Δημοτικό Σχολείο
Translated title:
Cognitive Load Theory in Teaching Mathematics in Primary School
Summary:
The present study explores the contribution of worked examples, an experimentally-tested method of Cognitive Load Theory, in enhancing the performance of primary school students in mathematics. Based on previous literature, it was expected that the students of the exprerimental group would outperform the students of the control group in a subsequent test phase. The participants were 40 students of a primary school in Rafina, Attiki. The two groups received an intervention, during the lesson of mathematics, that was differentiated in order to follow the method of worked examples (experimental group) or the conventional method of problem solving (control group). The results of the statistical analysis showed that the experimental group outperformed the control group. Therefore, the initial hypothesis is confirmed. This finding is discussed in conjunction with the research literature on worked examples and cognitive load theory.
Main subject category:
Philosophy - Psychology
Keywords:
mathematics, worked examples, cognitive load theory
