Cognitive Load Theory and Schema Construction- The Science of Learning
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About this module:
This module is about the cognitive science that underpins how we learn, ‘the science of learning (Dean’s for Impact, 2015). Learning is the end goal within the education system, yet it is hard to define what learning actually is. Using research from Sweller (2010) and Willingham (2008), we know that one way of defining learning is a ‘lasting change, in behaviour or knowledge stored in long-term memory’. Therefore, to understand learning we need to understand how memory works. This module discusses research relevant to cognitive science and gives insight into why and how this must be considered in the classroom.
This module is suitable for anyone who has a role in instructional design for lessons or training materials.
- Teachers (for lesson planning)
- Teacher educators (for teaching teachers)
- To understand how pupils learn using Willingham’s (2009) simple model of memory
- Understand the implications of Cognitive load theory (Sweller, 1988)
- Consider ways to maximise schema construction as a means to learning