Exploring Cognitive Load Theory and Educational Approaches

The chapter dives into cognitive load theory and its implications on educational methods, specifically focusing on the effectiveness of explicit instruction versus open-ended problem solving using an experimental design called productive failure. It discusses the intersection of cognitive load theory and desirable difficulties in learning, along with insights on the challenges faced by advocates of problem-solving in education research. The conversation also explores the application of cognitive load theory to three to five-year-old children and the acquisition of biologically primary and secondary knowledge in early childhood education.