Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work

Sweller

Intern. J. Comput.-Support. Collab. Learn

et al. 2018

Self Cite

325

263

Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning. Intern. J. Comput.-Support. Collab. Learn (2018) 13:213-233 https://doi

Section: Evolutionary Educational Psychologymentioning

confidence: 99%

“…Unlike the generic-cognitive skills that tend to be biologically primary, biologically secondary skills tend to be domain-specific (Sweller 2015;Tricot and Sweller 2014). Examples of biologically secondary skills include almost everything that is taught in education and training institutions.…”

Section: Evolutionary Educational Psychologymentioning

confidence: 99%

From Cognitive Load Theory to Collaborative Cognitive Load Theory

Sweller

Intern. J. Comput.-Support. Collab. Learn

et al. 2018

Self Cite

325

263

“…In France, André Tricot advanced theoretical work on cognitive load theory and introduced it to the French-speaking world, along with Lucile Chanquoy (Chanquoy, Tricot, & Sweller, 2007). André and I collaborated on a paper concerned with the relative merits of emphasizing domain-specific as opposed to generic skills (Tricot & Sweller, 2014).…”

Section: International Acceptance Of Cognitive Load Theorymentioning

confidence: 99%

Story of a Research Program

Sweller

2016

edrev

Self Cite

Instructional Scaffolding in STEM Education

“…Furthermore, there are arguments that one does not need to teach generic skills, based on a premise that individuals will simply pick up the generic skills they need through everyday life (Tricot & Sweller, 2013). That the majority of computer-based scaffolding is context specific was confirmed by the fact that 82 % of the outcomes included in the meta-analysis were associated with context-specific scaffolding.…”

Section: Context Specificitymentioning

confidence: 99%

Conclusion

Belland¹

2016

In this chapter, I conclude this book on computer-based scaffolding in science, technology, engineering, and mathematics (STEM) education. I note the overall effect size point estimate for scaffolding-g = 0.46-and compare that to other effect size estimates in the literature. I summarize the wide variation in contexts in which and learner populations among which scaffolding is used, as well as note the characteristics along which the magnitude of scaffolding's impact does not vary-contingency, generic versus context specific, and intended learning outcome-as well as characteristics along which it does-problem-centered model with which scaffolding is used, and grade level and learner characteristics. I also note areas in which more research is needed-motivation scaffolding, scaffolding for students with learning disabilities, and scaffolding in the context of projectbased and design-based learning.