Summarizing through the lens of cognitive load theory.
Implications for education and teaching methods
DOI:
https://doi.org/10.4454/graphos.128Keywords:
summary writing, cognitive load theory, summarizing skills, teaching-leaning trajectories, teaching-learning strategiesAbstract
Recognizing the complex and specific nature of summarizing, as well as its critical importance in education, necessitates the implementation of appropriate and targeted teaching-learning trajectories to develop summarizing abilities.
This paper draws from an in-depth analysis of research grounded in cognitive load theory – which sheds light on the capacities and constraints of human cognitive architecture – to examine the learning mechanisms and information processing involved in summarizing.
We outline the implications of this theoretical framework for educational and school settings, addressing both the design of a comprehensive teaching-learning path for developing summarizing skills and the identification of the most effective teaching-learning strategies and instructional materials for such a path.
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