A Study On The Effect Of Positive And False Examples In Cooperative Learning On The Cognitive Load Of Middle School Students

The sample is an expert model with detailed problem-solving steps.For students,especially novice students,they can directly think and construct related to the topic,reduce irrelevant cognitive load and improve learning efficiency.Existing studies have found that samples are generally applicable to individual learning,and some researchers have also applied samples to cooperative learning.Through literature review,it is found that the existing research conclusions of samples + cooperative learning are inconsistent.Taking this as a starting point,this research adopts correct and false samples to present learning content.Correct samples help students acquire problem-solving paradigm,while wrong samples set mistakes in key steps to deepen learners' thinking,avoid mistakes,and reduce irrelevant cognitive load.In cooperative learning,the relationship between the degree of difficulty of right and wrong samples and cognitive load of middle school students was explored.Experiment 1 was designed in combination with different learning forms.In Experiment 2,scaffolding feedback was introduced on the basis of complex true and false samples in Experiment 1 to explore the influence of scaffolding feedback on cognitive load of middle school students.The good construction knowledge in VB programming was selected as the learning material to carry out experimental research.Two experiments were designed with 158 Grade Two students from Wuyunduo Experimental School in Huai 'an City as the experimental subjects.In the first experiment,the degree of difficulty and learning form of correct and false samples were taken as independent variables,and the cognitive load of students was taken as dependent variable.A 2 ×3experiment was designed to explore the relationship between the degree of difficulty of a complex sample and the cognitive load of middle school students.Experiment 2took scaffolding feedback and learning form as independent variables,and cognitive load as dependent variable.The experiment was designed as 2(sample with or without feedback)× 2(peer evaluation cooperative learning and discussion cooperative learning)to explore the influence of scaffolding feedback on cognitive load of middle school students.According to the experimental results,the following conclusions are drawn:(1)In the knowledge test,students' learning performance of simple true and false samples is better than that of complex true and false samples;In the memory test,there was no significant difference between the students' achievement in learning simple true and false examples and complex true and false examples.In the cognitive load test,students' cognitive load in learning simple true and false samples was lower than that in complex true and false samples.(2)In the knowledge test,the score of the students who learn by cooperative learning is better than that of the students who learn by individual learning;In the memory test,there is no significant difference between the scores of students who learn in the form of cooperation and those who learn in the form of individual.In the cognitive load test,the cognitive load of cooperative learning students was lower than that of individual learning students.(3)The main effect of the difficulty degree of the true and false samples was significant,and the main effect of the learning form was significant.However,there was no significant interaction between the learning form and the difficulty degree of the true and false samples on the scores of knowledge test,memory test and cognitive load test.(4)In the knowledge test and memory test,students' learning performance with feedback samples is better than that without feedback samples;In the cognitive load test,students' cognitive load in learning the positive and negative samples was lower than that in learning the negative and negative samples.(5)The main effect of positive and negative feedback samples was significant,while the main effect of learning style was significant.However,there was no significant interaction between learning style and positive and negative feedback samples on knowledge test scores,memory test scores and cognitive load tests.(6)In the knowledge test,the score of the students who adopt the peer evaluation cooperative learning is better than that of the students who discuss cooperative learning;In the memory test,there is no significant difference between the scores of the students who use peer evaluation and the students who use discussion cooperative learning.In the cognitive load test,the cognitive load of the students using peer evaluation was lower than that of the students using discussion cooperative learning.(7)In the simple right and wrong sample learning,students with low prior knowledge level have better academic performance than those with high prior knowledge level,and pay less cognitive load than those with high prior knowledge level;In the learning of complex examples of right and wrong,students with high prior knowledge level are better than those with low prior knowledge level,and their cognitive load is lower than those with low prior knowledge level.In the learning of the right and wrong samples with feedback,the students with high prior knowledge level have better academic performance than those with low prior knowledge level,and their cognitive load is lower than those with low prior knowledge level.