https://doi.org/10.59132/viz/2021/6/6-9
Povzetek
Teorija kognitivne obremenitve uporablja znanje o človeških možganih za oblikovanje strategij, ki bodo povečale učinkovitost učenja. V pomoč je lahko pri optimizaciji obremenitve delovni spomin učencev, da bi kar najbolj povečali njihovo učenje. Med učenjem moramo informacije hraniti v delovnem spominu, dokler niso dovolj obdelane, da preidejo v naš dolgoročni spomin. Kapaciteta našega delovnega pomnilnika je zelo omejena, in ko je sočasno predstavljenih preveč informacij, postane naš delovni spomin preobremenjen in večina teh informacij se izgubi. Razumevanje, kako se naši možgani učijo, lahko pomaga učiteljem pri uporabi učinkovitejših učnih pristopov. Strokovni prispevek je zasnovan z namenom pomagati učiteljem pri vključevanju teorije kognitivnih obremenitev v svojo učno prakso in vključuje praktični vidik uporabe teorije kognitivne obremenitve pri organizaciji pouka.
Abstract
Cognitive Load Theory in Practice
How We Can Help Learners to Learn More Effectively
Cognitive Load Theory applies the knowledge of the human brain to design strategies that increase the effectiveness of learning. It can aid in optimizing the learners’ working memory load in order to maximally improve their learning. When learning, we have to store information in our working memory until it has been suffi ciently processed and enters our long-term memory. Our working memory capacity is very limited and when too much information is presented at the same time, our working memory becomes overloaded and most of the information is lost. The understanding of how our brain learns can help teachers to use more effective learning approaches. The expert paper has been written with the intention of helping teachers to incorporate the Cognitive Load Theory into their learning practice; it also covers the practical aspect of applying the Cognitive Load Theory to organizing lessons.