Explicit Instruction and Executive Functioning Capacity: A New Direction in Cognitive Load Theory

Siregar, Nani Restati

doi:10.1177/00220574211033256

Cited by 7 publications

(4 citation statements)

References 114 publications

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“…However, Sweller (2010) and Sweller et al (2011) suggest that effective instructional approaches reduce the amount of extraneous cognitive load (i.e., working memory resources spent on nonessential instructional elements). Others (e.g., Siregar, 2021) theorize that embedding metacognitive and cognitive strategies into instruction support students with learning difficulties’ working memory performance for complex learning tasks. Finally, evidence suggests that providing opportunities for self-regulated learning has been shown to improve students’ learning outcomes in science (Schraw et al, 2006) by furthering their cognition, metacognition, and motivation.…”

Section: Discussionmentioning

confidence: 99%

Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

Paz

Levin

Butler

2023

Written Communication

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Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this need through the application of an instructional model that promises to improve the ability of SWDs to write scientific arguments. We approach this work in multiple ways. First, we clarify our target group, students with high incidence disabilities (learning disability, ADHD, and students with speech and language impairments), and discuss common cognitive challenges they experience. We then explore the role of argumentation in science, review research on both experts’ (scientists’) and novices’ (students’) argument writing and highlight successful cognitive strategies for teaching argument writing with neurotypical learners. We further discuss SWDs’ general writing challenges and how researchers have improved their abilities to comprehend and evaluate scientific information and improve their domain-general writing. Cognitive apprenticeships appear advantageous for teaching SWDs science content and how to write scientific arguments, as this form of instruction begins with problem solving tasks that connect literacy (e.g., reading, writing, argumentation discourse) with epistemic reasoning in a given domain. We illustrate the potential of such apprenticeships by analyzing the conceptual quality of arguments written by three SWDs who participated in a larger quantitative study in which they and others showed improvement in the structure of their arguments. We end with suggestions for further research to expand the use of cognitive apprenticeships.

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Section: Discussionmentioning

confidence: 99%

Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

Paz

Levin

Butler

2023

Written Communication

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“…As such, participants who are cognitively overloaded before an ILI is introduced may be less likely to process the intervention effectively ( 53 , 54 ). Teaching strategies developed specifically to avoid contributing to cognitive overload can be applied during the intervention design phase ( 55 ).…”

Section: Intervention Components Targets and Sequencingmentioning

confidence: 99%

Strategies to improve the implementation of intensive lifestyle interventions for obesity

Finn

Whang

Peng

et al. 2023

Front. Public Health

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“…Sweller et al (2019) suggest that explicit instruction and feedback are effective because humans have evolved to learn directly from others through the borrowing and organising principle, which reduces the load on working memory. This is particularly helpful for students who may struggle with learning, such as those with learning difficulties or from linguistically diverse backgrounds, when presented with complex and new information, like the critical thinking strategies of when, why, and how to use them (Chen et al, 2018;Siregar, 2021). When information is received and stored in long-term memory, the constraints of working memory are diminished, allowing an effective application of feedback students.…”

Section: The Case Of Connected Explicit Instruction and Assessment In...mentioning

confidence: 99%

A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

Johnston,

McGrane,

Vendrell‐Morancho

et al. 2023

Review of Education

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Critical thinking is an essential skill for life‐long learning, and, given its increasing importance as a graduate attribute, it is vital to evaluate how educational systems can best improve students' critical thinking through their curricula and classroom practices. This study evaluates the differences in the critical thinking skills of students in the International Baccalaureate (IB) Middle Years Programme (MYP), which explicitly emphasises critical thinking development in its curriculum and has been shown to facilitate classroom strategies to develop critical thinking, versus students enrolled in the national curricula in Australia, England and Norway. The study comprised 870 students across the MYP (n = 386) and non‐MYP (n = 484) curricula in Grades 9 and 10 across 21 schools. Data were remotely collected on their critical thinking skills, and several other relevant cognitive, non‐cognitive and background characteristics. A propensity score matching approach was used to match the MYP and non‐MYP groups on these characteristics and their critical thinking skills were compared using weighted regression. Findings showed that, overall, MYP students possessed higher levels of critical thinking skills than their non‐MYP peers with a moderate effect size (β = 0.38). This advantage also held at both grade levels and across Australian and English students, with no difference for Norwegian students. Thus, the MYP appears to be a promising exemplar for enhancing critical thinking among secondary‐aged students, although context needs to be considered. Based on these findings, recommendations of specific instructional strategies are offered, as well as future research to inform criticalthinking pedagogy.

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Explicit Instruction and Executive Functioning Capacity: A New Direction in Cognitive Load Theory

Cited by 7 publications

References 114 publications

Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

Addressing an Unfulfilled Expectation: Teaching Students With Disabilities to Write Scientific Arguments

Strategies to improve the implementation of intensive lifestyle interventions for obesity

A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula

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