Using cognitive load theory to inform a problem based approach to learning engineering mathematics

Michael Peters*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter discusses the underpinning theoretical considerations necessary to implement an effective PBL (Problem Based Learning) environment. It first defines what is meant by an engineer and the attributes expected by the profession. It goes on to discuss the various interpretations of PBL. This is followed by looking at schema theory and how it relates to CLT (Cognitive Load Theory). The final theoretical aspect of the chapter discusses how schema theory and cognitive load theory can be used to inform learner development within a PBL environment. Finally, an inverted trapezoidal model of learner development and learning design is offered as a guide to designing an effective PBL environment.

Original languageEnglish
Title of host publicationProblem-based learning: perspectives, methods and challenges
EditorsRuth Henderson
PublisherNova science
Pages165-180
Number of pages16
ISBN (Electronic)978-1-63485-217-3
ISBN (Print)978-1-63485-183-1
Publication statusPublished - May 2016

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mathematics
engineering
learning environment
learning
engineer
profession
interpretation

Keywords

  • Cognitive load theory
  • Problem based learning
  • Schema theory

Cite this

Peters, M. (2016). Using cognitive load theory to inform a problem based approach to learning engineering mathematics. In R. Henderson (Ed.), Problem-based learning: perspectives, methods and challenges (pp. 165-180). Nova science.
Peters, Michael. / Using cognitive load theory to inform a problem based approach to learning engineering mathematics. Problem-based learning: perspectives, methods and challenges. editor / Ruth Henderson. Nova science, 2016. pp. 165-180
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Peters, M 2016, Using cognitive load theory to inform a problem based approach to learning engineering mathematics. in R Henderson (ed.), Problem-based learning: perspectives, methods and challenges. Nova science, pp. 165-180.

Using cognitive load theory to inform a problem based approach to learning engineering mathematics. / Peters, Michael.

Problem-based learning: perspectives, methods and challenges. ed. / Ruth Henderson. Nova science, 2016. p. 165-180.

Research output: Chapter in Book/Report/Conference proceedingChapter

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Peters M. Using cognitive load theory to inform a problem based approach to learning engineering mathematics. In Henderson R, editor, Problem-based learning: perspectives, methods and challenges. Nova science. 2016. p. 165-180