Effects of Cognitive Flexibility Theory‐based instruction on Korean high school history teaching

Abstract

Understanding complex conceptual relationships is crucial for Korean high school history learning. The motivating hypothesis for this study is that a Cognitive Flexibility Theory‐based Hypertext instructional module will promote acquisition of advanced knowledge associated with complex conceptual relationships. This study focussed on improving Korean history teaching and learning in terms of these learner characteristics based on Cognitive Flexibility Theory, an influential constructivist approach in the field of educational technology. A referential hypertext program based on Spiro and his colleagues’ (1988, 1990) Cognitive Flexibility Theory (CFT) was developed for this study. Three learning programs were presented: (1) Cognitive Flexibility Theory‐Based Hypertext (CFTH), (2) hierarchical hypertext, similar to CFTH except for its hierarchical node connections, and (3) a textbook representing the typical Korean high school history instruction process. The effects of these three treatments on history achievement were examined in terms of post‐test item characteristics. Independent variables were students’ IQ, and prior knowledge and motivation toward each learning program that was measured after the treatment. Students’ achievement was the highest among three groups, especially in complex items: comparison, analysis and synthesis. In the CFTH group high IQ and low PK students’ achievement was most improved, and motivation was the chief influential factor in explaining the achievement.

Additional information

Notes on contributors

Soojung Jang

is a doctoral candidate in the Instructional Design, Development and Evaluation program in the School of Education, Syracuse University