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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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TThe purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instructional design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex,multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.n
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참고문헌 (26)
참고문헌 신청
Baddeley,A.D / 1986 / Working memory / Clarendon Press : 224 ~ 253
Baddeley,A.D / 1998 / Working memory / Life Science 321 : 167 ~ 173
Bannert / 2002 / Managing cognitive load: Recent trends in cognitive load theory / Learning and Instruction 12 : 139 ~ 146
Corbalan, G / 2009 / Dynamic task selection: Effects of feedback and learner control on efficiency and motivation / Learning and Instruction 19 : 455 ~ 465
De Jong,T / 2009 / Cognitive load theory, educational research, and instructional design: Some food for thought / Instructional Science 38 (2) : 105 ~ 134
Baddeley,A.D / 1998 / Working memory / Life Science 321 : 167 ~ 173
Bannert / 2002 / Managing cognitive load: Recent trends in cognitive load theory / Learning and Instruction 12 : 139 ~ 146
Corbalan, G / 2009 / Dynamic task selection: Effects of feedback and learner control on efficiency and motivation / Learning and Instruction 19 : 455 ~ 465
De Jong,T / 2009 / Cognitive load theory, educational research, and instructional design: Some food for thought / Instructional Science 38 (2) : 105 ~ 134
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