Revisiting cognitive load theory: second thoughts and unaddressed questions
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Scientia Medica (Porto Alegre. Online) |
Texto Completo: | https://revistaseletronicas.pucrs.br/scientiamedica/article/view/36918 |
Resumo: | In cognitive load theory (CLT), learning is the development of cognitive schemas in a long-term memory with no known limits and can happen only if our limited working memory can process new information presented and the amount of information that does not contribute to learning is low. According to this theory, learning is optimal when instructional support is decreased going from worked examples via completion problem to autonomous problem solving and learners do not benefit from practicing retrieval with complex content. However, studies on productive failure and retrieval practice have provided clear evidence against these two guidelines. In this article, issues with CLT and research inspired by this theory, which remain largely ignored among cognitive load theorists but have likely contributed to these contradictory findings, are discussed. This article concludes that these issues should make us question the usefulness of CLT in health science education, medical education and other complex domains, and presents recommendations for both educational practice and future research on the matter. |
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Revisiting cognitive load theory: second thoughts and unaddressed questionsRevisitando a teoria da carga cognitiva: pensamentos secundários e perguntas não endereçadasCognitive load theorydefinitionsself-reportsretrieval practiceproductive failureTeoria da carga cognitivadefiniçõesautorrelatosprática de recuperaçãofalha produtivaIn cognitive load theory (CLT), learning is the development of cognitive schemas in a long-term memory with no known limits and can happen only if our limited working memory can process new information presented and the amount of information that does not contribute to learning is low. According to this theory, learning is optimal when instructional support is decreased going from worked examples via completion problem to autonomous problem solving and learners do not benefit from practicing retrieval with complex content. However, studies on productive failure and retrieval practice have provided clear evidence against these two guidelines. In this article, issues with CLT and research inspired by this theory, which remain largely ignored among cognitive load theorists but have likely contributed to these contradictory findings, are discussed. This article concludes that these issues should make us question the usefulness of CLT in health science education, medical education and other complex domains, and presents recommendations for both educational practice and future research on the matter.Na teoria da carga cognitiva (CLT), a aprendizagem é o desenvolvimento de esquemas cognitivos em uma memória de longo prazo sem limites conhecidos e pode acontecer apenas se nossa limitada memória de trabalho puder processar novas informações apresentadas e a quantidade de informações que não contribui para a aprendizagem é baixo. De acordo com essa teoria, o aprendizado é ideal quando diminui o suporte instrucional, passando de exemplos trabalhados, via problemas de conclusão, para uma solução autônoma de problemas, e os alunos não se beneficiam praticando a recuperação com conteúdo complexo. No entanto, estudos sobre falhas produtivas e práticas de recuperação forneceram evidências claras contra essas duas diretrizes. Neste artigo, são discutidos problemas com a CLT e com pesquisas inspiradas nessa teoria, que permanecem amplamente ignorados entre os teóricos da carga cognitiva, mas provavelmente contribuíram para essas descobertas contraditórias. Este artigo conclui que essas questões devem nos fazer questionar a utilidade da CLT na educação em ciências da saúde, educação médica e outros domínios complexos e apresenta recomendações para a prática educacional e para pesquisas futuras sobre o assunto.Editora da PUCRS - ediPUCRS2020-07-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/scientiamedica/article/view/3691810.15448/1980-6108.2020.1.36918Scientia Medica; Vol. 30 No. 1 (2020): Single Volume; e36918Scientia Medica; v. 30 n. 1 (2020): Volume Único; e369181980-61081806-556210.15448/1980-6108.2020.1reponame:Scientia Medica (Porto Alegre. Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSenghttps://revistaseletronicas.pucrs.br/scientiamedica/article/view/36918/26065Copyright (c) 2020 Scientia Medicahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLeppink, Jimmie2020-07-15T22:33:44Zoai:ojs.revistaseletronicas.pucrs.br:article/36918Revistahttps://revistaseletronicas.pucrs.br/scientiamedica/PUBhttps://revistaseletronicas.pucrs.br/scientiamedica/oaiscientiamedica@pucrs.br || editora.periodicos@pucrs.br1980-61081806-5562opendoar:2020-07-15T22:33:44Scientia Medica (Porto Alegre. Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Revisiting cognitive load theory: second thoughts and unaddressed questions Revisitando a teoria da carga cognitiva: pensamentos secundários e perguntas não endereçadas |
title |
Revisiting cognitive load theory: second thoughts and unaddressed questions |
spellingShingle |
Revisiting cognitive load theory: second thoughts and unaddressed questions Leppink, Jimmie Cognitive load theory definitions self-reports retrieval practice productive failure Teoria da carga cognitiva definições autorrelatos prática de recuperação falha produtiva |
title_short |
Revisiting cognitive load theory: second thoughts and unaddressed questions |
title_full |
Revisiting cognitive load theory: second thoughts and unaddressed questions |
title_fullStr |
Revisiting cognitive load theory: second thoughts and unaddressed questions |
title_full_unstemmed |
Revisiting cognitive load theory: second thoughts and unaddressed questions |
title_sort |
Revisiting cognitive load theory: second thoughts and unaddressed questions |
author |
Leppink, Jimmie |
author_facet |
Leppink, Jimmie |
author_role |
author |
dc.contributor.author.fl_str_mv |
Leppink, Jimmie |
dc.subject.por.fl_str_mv |
Cognitive load theory definitions self-reports retrieval practice productive failure Teoria da carga cognitiva definições autorrelatos prática de recuperação falha produtiva |
topic |
Cognitive load theory definitions self-reports retrieval practice productive failure Teoria da carga cognitiva definições autorrelatos prática de recuperação falha produtiva |
description |
In cognitive load theory (CLT), learning is the development of cognitive schemas in a long-term memory with no known limits and can happen only if our limited working memory can process new information presented and the amount of information that does not contribute to learning is low. According to this theory, learning is optimal when instructional support is decreased going from worked examples via completion problem to autonomous problem solving and learners do not benefit from practicing retrieval with complex content. However, studies on productive failure and retrieval practice have provided clear evidence against these two guidelines. In this article, issues with CLT and research inspired by this theory, which remain largely ignored among cognitive load theorists but have likely contributed to these contradictory findings, are discussed. This article concludes that these issues should make us question the usefulness of CLT in health science education, medical education and other complex domains, and presents recommendations for both educational practice and future research on the matter. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/scientiamedica/article/view/36918 10.15448/1980-6108.2020.1.36918 |
url |
https://revistaseletronicas.pucrs.br/scientiamedica/article/view/36918 |
identifier_str_mv |
10.15448/1980-6108.2020.1.36918 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/scientiamedica/article/view/36918/26065 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Scientia Medica https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Scientia Medica https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Scientia Medica; Vol. 30 No. 1 (2020): Single Volume; e36918 Scientia Medica; v. 30 n. 1 (2020): Volume Único; e36918 1980-6108 1806-5562 10.15448/1980-6108.2020.1 reponame:Scientia Medica (Porto Alegre. Online) instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Scientia Medica (Porto Alegre. Online) |
collection |
Scientia Medica (Porto Alegre. Online) |
repository.name.fl_str_mv |
Scientia Medica (Porto Alegre. Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
scientiamedica@pucrs.br || editora.periodicos@pucrs.br |
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1809101752086036480 |