At last! Caught up in a heap of bills and a refurbished Chromebook won at auction – my fresh new book has arrived. Cognitive Load Theory in Action.
I’m a really big fan of Ollie Lovell. He asks tough, authentic questions to folks in their ivory towers. His curation of education research material has informed the culture of my school.
So to Cognitive Load Theory. I’ve only read chapter one thus far and I have a few wonderings.
- The notion of Biologically Primary Knowledge as a way of dismissing the need for explaining the preconditions upon which other knowledge can come to exist seems a lot like the ‘Homunculus in the room’.
- Is learning to read merely an iterative process of memorising complex patterns of letter- sound correspondences? Is it possible that students can learn the word ‘House’ as a sign (ie: the shape of the word representing their concept of ‘house’) If semiotics is a biologically primary function, what role does it play in learning?
- How does CS Peirce’s notions of induction, deduction and abduction fit into cognitive load theory?