4Klahr D,Dunbar K.Dual search space during scientific reasoning.Cognitive Science,1988,12:1-48.
5Newell A,Simon H A.Human problem solving.Engledwood Cliffs,Nj:Prentice Hall.1972.
6任长松.新课程学习方式的转变[M].北京:人民教育出版社,2003,28.
7Kuhn D.How do people know? Psychological Science.2001,121-8.
8[1]原文出处:Mayer R.E,Nine ways to reduce cognitiveload in multimedia learning[J].educational psychologist,38(1),43-52.
9Editor's instruction. In: Salomon G. ed. Distributed cognitions: psychological and educational considerations. USA: Cambridge University Press, 1993
10Chuah J, Zhang J, Johnson T R. Distributed cognition of a navigational instrument display task. In: Hahn M, Stoness S C. ed. Proceedings of the Twenty First Annual Conference of the Cognitive Science Society. Mahweh, New Jersey: Lawrence-Erlbaumm, 1999. 789
3Graham Cooper.Research into Cognitive Load Theory and Instructional Design at UNSW [EB/OL] http://education.arts.unsw.edu. au/.HTML.
4John Swller, Cognitive Load During Problem Solving: Effects on Learning[J].Cognitive Science,1988(12):257-285.
5Robert Carlson, Paul Chandler & John Sweller. Learning and Understanding Science Instructional Material [J].,Joural of Educational Psychology,2003,95(3) : 629-640.
6T. Mikael Winberg, & C.Anders R.Berg. Students Cognitive Focus During a Chemistry Laboratory Exercise:Effects of a Comput er-Simulated Prelab [J].Journal of Research in Science Teaching, 2007,44(8) : 1108-1133.
7Precham Dechsri,Loretta L. Jones, & Henry W.Heikkinen.Ef- fect of Laboratory Mannul Design lncorperatiug Visual Information- Processing Aids on Students Learning and Attitudes [J] .Journal of Research in Science Teaching, 1997,34(9) :891-904.
8Zeynel Kablan, Munire Erden. Instructional efficiency of integrated and separated text with animated presentations in computerbased science instruction[EB/OL].
9Fred Paas, Alexander RenH & John Sweller, Cognitive Load Theoryand Instructional Design: Recent l)eveloprnents[J].Educational Psychologist, 2003,38(1) : 1-4.
10Michelle Patrick Cook,Visual representations in science educa- tion:The influence of prior knowledge and cognitive load theory on instructional design principles[J].Science Education, 2006,90(6):1073- 1091.
