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https://www.ictineducation.org/home-page/i-dont-agree-with-cognitive-load-theory-clt-heres-why -
- first person disagreement, working memory different person to person, tests done on university sample group, splitting things into chunks is bad.
https://researchschool.org.uk/huntington/news/cognitive-load-theory-was-it-really-all-a-myth
- - Overemphasis on teacher led instructions rather than child-led discovery approaches.
- - Social and subjective elements of the learning process are side-lined, including social-emotional development, character development and values.
- - There is likely to be more to processing than just space in working memory. The role of attention is important. Distraction is more likely if content is oversimplified/under-stimulating.
- - Cognitive load is not measureable. There are no specified units and no way of measuring it empirically. Measurement is often based on self-report.
- - There are many reasons why a child may fail to complete a task successfully (not just limited capacity of WM). WM can be overstretched at the point of instruction, students may decide not to engage with instructions as they are not interested, lack self-esteem or don’t like the teacher.