해결된 예제를 활용한 수학 협력학습 과정에서 나타난 중학생의 인지부하 분석

Abstract

The purpose of this study is to derive appropriate implications for teaching and learning mathematics using the worked examples. We analyzed how the cooperative learning using the worked examples, fully worked examples(FWE) and partially worked examples(PWE), affects students' mathematics achievement and cognitive load. 258 first year middle school students participated and solved 4 problems applying for the linear equations by small groups. The results of the study are as follows. First, there was no significant difference in mathematics achievement between the students who learned using the worked examples and the students who learned using the problems not including their solutions. Second, there were the differences in intrinsic, extraneous, and germane cognitive load between the students who learned using the worked examples and the students who learned using the problems, but there was not a difference in transactional cognitive load. Students using the FWE perceived the intrinsic and extraneous cognitive load as low, and germane cognitive load as high. Third, in the groups with a high level of achievement, students using the PWE perceived germane cognitive load more than students using the problems. In the middle level, the extraneous cognitive load of the students using the FWE was low, and in the low level, the intrinsic cognitive load of the students who using the FWE was low.