Cognitive processes and strategies employed by children to learn spatial representations

Pillay, Hitendra K. (1998) Cognitive processes and strategies employed by children to learn spatial representations. Learning and Instruction, 8(1), pp. 1-18.

[img] Published Version (PDF 1MB)
Administrators only | Request a copy from author

View at publisher

Abstract

Children often have difficulties in learning spatial representations. This study investigated the effect of four different instructional formats on learning outcomes and strategies used when dealing with spatial tasks such as assembly procedures. It was hypothesised that instructional material that imposed least extraneous cognitive load would facilitate enhanced learning. Forty secondary students were presented with four types of instruction; orthographic drawing, isometric drawing, physical model and, isometric and physical model together. The findings provide evidence to suggest that working from physical models caused least extraneous cognitive load compared to the isometric and orthographic groups. The model group took less time, had more correctly completed models, required fewer extra looks, spent less time studying the instruction and made fewer errors. Problem decomposition, forward working and attending to information in the foreground of the graphical representation strategies were analysed.

Impact and interest:

11 citations in Scopus
Search Google Scholar™
6 citations in Web of Science®

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

ID Code: 40298
Item Type: Journal Article
Refereed: Yes
DOI: 10.1016/S0959-4752(97)00030-3
ISSN: 0959-4752
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1998 Pergamon.
Deposited On: 14 Mar 2011 01:52
Last Modified: 25 Mar 2013 08:22

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page