The Designing Framework of Constructivist Learning Environment Model to Enhance Information Processing and Reduce Cognitive Load for Students’ Primary Grade 5
Information processing is the process which occurs in human thinking process. It concerns Information processing procedures and information retrieval from long-term memory. Research purpose was to synthesize designing framework of the constructivist learning environment model to enhance information processing and reduce cognitive load for students’ primary grade 5. Model research type was employed by document analysis to synthesize theoretical and designing frameworks. The qualitative data was collected and analyzed by summarizing, interpreting, and method of descriptive analysis. The target groups comprised 9 experts and 30 students each from Anubankhonkaen school, Demonstration of School Khon Kaen University, Elementary Division, and Modindaeng Demonstration School Khon Kaen University, Elementary Division. The data was collected by the following (1) principles and theories study (2) literature review (3) designing framework synthesizing based on information processing principle of Klausmeier (1985) and cognitive load reducing of Sweller (2011). The research results were found that its designing framework comprised 4 processes as (1) Activating cognitive structure and enhancing information processing along with reducing cognitive load (2) Supporting cognitive equilibrium and enhancing information processing along with reducing cognitive load (3) Enhancing knowledge construction and enhancing information processing along with reducing cognitive load and (4) Supporting and fostering knowledge construction. It as well consisted of 7 components as (1) Problem base (2) Vocabulary Bank (3) Brainstorming center (4) Information processing enhancing and cognitive load reducing center (5) Cognitive tool center (6) Scaffolding center and (7) Coaching center.
KeywordsWeb-Based learning Constructivism Information processing Cognitive load reducing
This research was supported by Ph.D. Program in Educational Technology, Faculty of Education, Research Group for Innovation and Cognitive Technology, Khon Kaen, University, and Research and Technology Transfer Affairs Division, Khon Kaen University, and Graduate School, Khon Kaen University which hereby giving the thankfulness all through this.
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