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Direct linkChang, Ju-Yu – ProQuest LLC, 2013
Cognitive load theorists claim that problem-centered instruction is not an effective instruction because it is not compatible with human cognitive structure. They argue that the nature of problem-centered instruction tends to over-load learner working memory capacity. That is why many problem-centered practices fail. To better support students and…
Descriptors: Problem Based Learning, Cognitive Processes, Difficulty Level, Teaching Methods
