THE IMPACT OF EDUCATIONAL STRATEGIES OF COGNITIVE LOAD THEORY ON EXTRANEOUS COGNITIVE LOAD AND LEARNING IN PHYSIOLOGY COURSE

Q: How can I download an article?

To download an article from SID, first log in to the site, search for the article title, and click on the 'Download Article' option.

Q: How can I download an ISI article?

To download an ISI article on SID, enter the keyword or article title in the search bar, view the relevant results, click on the desired article, and select the 'Download Article' option.

Q: How can I access the SID database?

To access the SID database, visit SID.ir, create an account, and log in to access scientific resources.

Q: Is downloading articles from SID free?

Some articles on SID are available for free, while others require payment. Details are specified on the article's page.

ZARE M.; SALARI M.; SARIKHANI R.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

Paper Information

Journal: Journal of Medical Education Development Year:2016 | Volume:9 | Issue:22 Page(s): 44-52

Download Full-Text

Persian Verion

View:

835

Download:

Cites:

Information Journal Paper

Title

THE IMPACT OF EDUCATIONAL STRATEGIES OF COGNITIVE LOAD THEORY ON EXTRANEOUS COGNITIVE LOAD AND LEARNING IN PHYSIOLOGY COURSE

Author(s)

ZARE M. | SALARI M. | SARIKHANI R. | Issue Writer Certificate

Keywords

COGNITIVE LOAD THEORYQ1

EXTRANEOUS COGNITIVE LOADQ1

LEARNINGQ2

PHYSIOLOGY COURSEQ1

Abstract

Background and Objective: Considering COGNITIVE LOAD THEORY education strategies can lead to effective education. The purpose of this research was to study the impact of educational strategies of COGNITIVE LOAD THEORY on EXTRANEOUS COGNITIVE LOAD and LEARNING in PHYSIOLOGY COURSE.Materials and Methods: In this study, a pretest-posttest design with a control group was used. Population of study consisted of all students at Kermanshah University of Medical Sciences who were studying physiology as an elective course in their second academic year 93-94. A convenience sampling was used to select 40 individuals and they randomly were assigned to two experimental and control groups (two groups of 20N).Research instruments were questionnaire of EXTRANEOUS COGNITIVE LOAD and achievement test (pre-test and post-test with reliability of 89% and 87%, and their validity were approved by experts). The independent Ttest and SPSS software were used in analyzing data.Results: Results indicated a decrease in EXTRANEOUS COGNITIVE LOAD and an increase in LEARNING in the experimental group students in PHYSIOLOGY COURSE, compared to the control group.Conclusion: Due to the impact of COGNITIVE LOAD THEORY instructional strategies on EXTRANEOUS COGNITIVE LOAD and LEARNING, using these strategies can lead to effective LEARNING. Therefore, it is recommended to consider and apply these strategies in education.

Cites

No record.

References

INVESTIGATION EFFECT CONTROL THE LOAD IMPOSED ON THE STORAGE AND RETENTION OF LEARNING ENGLISH GRAMMAR

Cite

APA: Copy

ZARE, M., SALARI, M., & SARIKHANI, R.. (2016). THE IMPACT OF EDUCATIONAL STRATEGIES OF COGNITIVE LOAD THEORY ON EXTRANEOUS COGNITIVE LOAD AND LEARNING IN PHYSIOLOGY COURSE. JOURNAL OF MEDICAL EDUCATION DEVELOPMENT, 9(22), 44-52. SID. https://sid.ir/paper/219268/en

Vancouver: Copy

ZARE M., SALARI M., SARIKHANI R.. THE IMPACT OF EDUCATIONAL STRATEGIES OF COGNITIVE LOAD THEORY ON EXTRANEOUS COGNITIVE LOAD AND LEARNING IN PHYSIOLOGY COURSE. JOURNAL OF MEDICAL EDUCATION DEVELOPMENT[Internet]. 2016;9(22):44-52. Available from: https://sid.ir/paper/219268/en

IEEE: Copy

M. ZARE, M. SALARI, and R. SARIKHANI, “THE IMPACT OF EDUCATIONAL STRATEGIES OF COGNITIVE LOAD THEORY ON EXTRANEOUS COGNITIVE LOAD AND LEARNING IN PHYSIOLOGY COURSE,” JOURNAL OF MEDICAL EDUCATION DEVELOPMENT, vol. 9, no. 22, pp. 44–52, 2016, [Online]. Available: https://sid.ir/paper/219268/en

Related Journal Papers