Examples And Problems Way Of Linking The Impact Of Migration And The Cognitive Load Of The Experimental Study

Worked example learning, which catches the eyes of lots of researchers, is a hot topic of transfer learning. Cognitive load theory insists: A nice teaching design should not only reduce the extraneous cognitive load, but enhance the germane cognitive load . Former studies insists that examples can reduce the extraneous cognitive load, enhance the germane cognitive load. Exist studies insists that learning is improved when worked examples are paired with practice problems compared to when only worked examples are provided to the learners. But there are few studies of conformity design about examples and problems.Based on the former studies, this study put forward two kinds of connection modes about examples and problems: example-problem pair and problem-example pair, which compared to pure worked examples learning and pure problems solving practice. Prior knowledge of students is an important variable in cognitive load research, which can influence the effects of specific strategies which increase germane cognitive load.2×4×2 mix design was applied in this study,which examined how prior knowledge of students, connection modes about examples and problems and transfer types influenced the transfer learning. And further observed the influence to cognitive load of prior knowledge and connection modes about examples and problems. The result showed that:(1) Prior knowledge of students had significant influences on transfer scores and cognitive load. Transfer scores of high prior knowledge students were better than those of low prior knowledge. Germane cognitive load of students with high prior knowledge was enhanced higher than those of low prior knowledge.(2) Connection modes about examples and problems influenced transfer scores and cognitive load significantly. The students with low prior knowledge improved near transfer under the design of problem-example pair, and improved far transfer under example-problem pair.The students with low prior knowledge not only reduced the extraneous cognitive load but also enhanced the germane cognitive load.(3) The students with high prior knowledge didn't improve transfer under the connection modes about examples and problems compared to pure worked examples learning and pure problems solving practice. And they improved transfer and germane cognitive load under pure problems solving practice.(4) Examples learning effects of the junior middle school students are better than problem solving practice. The primary school students had a worse transfer scores under examples learning, but improved near transfer under problems solving practice.