Understanding and supporting pre-service teachers' creativity in collaborative instructional design has gained increasing attention. To design novel and effective learning experiences or activities for students, they need to build empathy with students, that is, understanding students' learning needs. This study aimed to (1) explore the patterns…

Concept maps are assumed to enhance learning as their inherent structure makes relations between information more salient. Nevertheless, research on how to design concept maps as conducive to learning as possible is still rare. In particular, the salience of spatial arrangement of thematically related concepts within the map as well as the…

Literature suggests that students need to be exposed to cognitively demanding tasks (CDT). In this qualitative study, we examined in-service secondary school teachers' challenges in understanding (e.g. recognizing, solving, and designing) and implementing cognitively demanding tasks in mathematics classrooms. Purposive sampling consisted of eleven…

A fundamental goal of education is to inspire and instill deep, meaningful, and long-lasting conceptual change within the knowledge landscapes of students. This commentary posits that the tools of network science could be useful in helping educators achieve this goal in two ways. First, methods from cognitive psychology and network science could…

This systematic review is aimed to explore the researches that established students' conceptual change process, both studies that facilitate conceptual change and studies that determined learner characters influencing conceptual change. Overall, 50 studies were examined in this review. The current study focused on the common characteristics of the…

Cognitive Load Theory's Four Component Instructional Design (4C/ID) Model has been used in mathematics education but not confirmed as an instructional theory. Using the Factors Influencing College Success in Mathematics (FICSMath) project and confirmatory factor equation modeling, we empirically validated the model and created the 4C/IDMath Model.…

Two approaches to the process of guided discovery learning are compared for their impacts on concept understanding. One, referred to as design, emphasizes invention and draws on the simulation literature. The other, referred to as case analysis, focuses on discovery and draws on the case-based reasoning literature. Following a lecture on four…

All students should be provided with opportunities to develop conceptual understanding prior to procedural fluency. To develop students' conceptual understanding, teachers must learn such skills as how to select, plan, and enact cognitively demanding tasks (CDT) and to evaluate evidence of student learning. Therefore, teachers need opportunities…

Previous research indicates that when learners divide their attention over different sources of information (representations), learners perceive the information as more difficult and have a harder time increasing their understanding. This can be overcome by integrating representations. In this research, using 85 participants, we hypothesized that…

Students in the Science, Technology, Engineering, and Mathematics (STEM) fields are confronted with multiple external representations (MERs) in their learning materials. The ability to learn from and communicate with these MERs requires not only that students comprehend each representation individually but also that students recognize how the…

The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects into their correct categories. Similarity views of concept learning are unable to account for all of the rules governing concept formation,…

Electronic game technologies can prepare novice learners for future learning of complex concepts. This paper describes the underlying instructional design, learning science, cognitive science, and game theory. A structural, or syntactic mapping (structure mapping), approach to game design can produce a game world relationally isomorphic to a…

Suggests 11 dimensions of cognitive style which influence learning, and proposes a three-step instructional design plan to move beyond individual instruction to individualized instruction, so that differences in learners need not result in differences in learning. (Author/JEG)

An instructional design theory, based on direct empirical validation from a programmatic line of instructional systems research, is presented. Concept learning is viewed as a two-phase process: (1) formation of conceptual knowledge and (2) development of procedural knowledge. (Author/LMO)

Reviews two aspects of research related to audio-tutorial instructional methods. First, the learning theory of David P. Ausebel is summarized and applied to instructional procedures. Secondly, learning time for attainment of concept and knowledge levels is discussed. Concludes that studies are needed on designs based on Ausebel's theory,…