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Repensar la formación previa: implicaciones de la carga cognitiva para los alumnos con diferentes conocimientos

Anna Gorbunova1, Anastasiia Kapuza1, Ouhao Chen2

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Frontiers in psychology
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El entrenamiento previo reduce la carga cognitiva para todos los estudiantes, especialmente la carga externa. El conocimiento previo influye en la carga intrínseca, externa y germánica durante la resolución de problemas, lo que afecta al refinamiento del esquema.

Palabras clave:
Teoría de la carga cognitivaMapeo conceptualefecto de reversión de la experienciadiseño de instruccionesFormación preliminarconocimiento previoEfecto de redundancia

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Área de la Ciencia:

  • Psicología cognitiva
  • Tecnología educativa
  • Diseño de las instrucciones

Sus antecedentes:

  • La Teoría de la Carga Cognitiva (CLT) postula que las limitaciones de la memoria de trabajo afectan el aprendizaje.
  • El conocimiento previo es un factor crítico que influye en la carga cognitiva de un individuo durante las tareas de aprendizaje.
  • El efecto de inversión de la experiencia sugiere que las estrategias de instrucción efectivas para los novatos pueden obstaculizar a los expertos.

Objetivo del estudio:

  • Investigar la relación entre el conocimiento previo, la formación previa y la carga cognitiva durante la resolución de problemas.
  • Determinar si la capacitación previa reduce la carga cognitiva o se vuelve redundante para los estudiantes con un alto conocimiento previo.
  • Examinar los efectos del entrenamiento previo en la carga cognitiva intrínseca, externa y germánica.

Principales métodos:

  • Se realizó un experimento con 136 estudiantes universitarios.
  • La formación previa se impartió utilizando mapas conceptuales y un glosario de términos y procedimientos.
  • La carga cognitiva se midió durante una tarea de resolución de problemas.

Principales resultados:

  • Los aprendices con mayor conocimiento previo informaron de una menor carga intrínseca y externa y una mayor carga germánica.
  • El entrenamiento previo redujo significativamente la carga cognitiva externa para todos los participantes, independientemente del conocimiento previo.
  • No se observó el efecto de reversión de la experiencia; la formación previa no tuvo un impacto negativo en los alumnos con mayor conocimiento previo.

Conclusiones:

  • El entrenamiento previo es una estrategia de instrucción valiosa que reduce efectivamente la carga cognitiva extraña.
  • El conocimiento previo de los estudiantes modula significativamente su experiencia de carga cognitiva durante la resolución de problemas.
  • El diseño instruccional debe considerar los conocimientos existentes de los estudiantes para optimizar los resultados del aprendizaje y minimizar la carga cognitiva.