John Sweller

Cognitive Load During Problem Solving: Effects on Learning

Considerable evidence indicates that domain specific knowledge in the form of schemas is the primary factor distinguishing experts from novices in problem‐solving skill. Evidenc...

Effects of schema acquisition and rule automation on mathematical problem-solving transfer.

Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. A...

Cognitive Architecture and Instructional Design: 20 Years Later

Cognitive load theory was introduced in the 1980s as an instructional design theory based on several uncontroversial aspects of human cognitive architecture. Our knowledge of ma...

The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra

The knowledge required to solve algebra manipulation problems and procedures designed to hasten knowledge acquisition were studied in a series of five experiments. It was hypoth...

Effects of schema acquisition and rule automation on mathematical problem-solving transfer.

Development of expertise in mathematical problem solving.

What do students learn while solving mathematics problems?

Effects of goal specificity on means–ends analysis and learning.

Consequences of History-Cued and Means-End Strategies in Problem Solving

There are two broad processes that people can use when attempting to solve a problem. The first of these is a means-ends strategy in which attempts are made to reduce difference...

Effects of subgoal density and location on learning during problem solving.

Control mechanisms in problem solving