The problem was to study the effectiveness of four instructional techniques of teaching arc welding at the university level.

Cognitive load theory uses the immense size of human long-term memory and the significantly limited capacity of working memory to design instructional methods. Five basic principles: information store principle, borrowing and reorganizing principle, randomness as genesis principle, narrow limits of change principle, and environmental linking and organizing principle explain the cognitive basics of this theory. The theory differentiates between three major types of cognitive load: extraneous load that is caused by instructional strategies, intrinsic cognitive load that results from a high element interactivity material and germane load that is concerned with activities leading to learning. Instructional methods designed in accordance with cognitive load theory rely heavily on the borrowing and reorganizing principle, rather than on the randomness as genesis principle to reduce the imposed cognitive load. As learning fractions incorporates high element interactivity, a high intrinsic cognitive load is imposed. Therefore, learning fractions was studied in the experiments of this thesis. Knowledge held in long-term memory can be used to reduce working memory load via the environmental linking and organizing principle. It can be suggested that if fractions are presented using familiar objects, many of the interacting elements that constitute a fraction might be embedded in stored knowledge and so can be treated as a single element by working memory. Thus, familiar context can be used to reduce cognitive load and so facilitate learning. In a series of randomized, controlled experiments, evidence was found to argue for a contextual effect. The first three experiments of this thesis were designed to test the main hypothesis that presenting students with worked examples concerning fractions would enhance learning if a real-life context was used rather than a geometric context. This hypothesis was tested using both a visual and a word-based format and was supported by the results. The last two experiments were intended to test the context effect using either worked examples or problem solving. The results supported the validity of the previous hypothesis using both instructional methods. Overall, the thesis sheds some light on the advantages of using familiar objects when mastering complex concepts in mathematics.

Cognitive load theory uses the immense size of human long-term memory and the significantly limited capacity of working memory to design instructional methods. Five basic principles: information store principle, borrowing and reorganizing principle, randomness as genesis principle, narrow limits of change principle, and environmental linking and organizing principle explain the cognitive basics of this theory. The theory differentiates between three major types of cognitive load: extraneous load that is caused by instructional strategies, intrinsic cognitive load that results from a high element interactivity material and germane load that is concerned with activities leading to learning. Instructional methods designed in accordance with cognitive load theory rely heavily on the borrowing and reorganizing principle, rather than on the randomness as genesis principle to reduce the imposed cognitive load. As learning fractions incorporates high element interactivity, a high intrinsic cognitive load is imposed. Therefore, learning fractions was studied in the experiments of this thesis. Knowledge held in long-term memory can be used to reduce working memory load via the environmental linking and organizing principle. It can be suggested that if fractions are presented using familiar objects, many of the interacting elements that constitute a fraction might be embedded in stored knowledge and so can be treated as a single element by working memory. Thus, familiar context can be used to reduce cognitive load and so facilitate learning. In a series of randomized, controlled experiments, evidence was found to argue for a contextual effect. The first three experiments of this thesis were designed to test the main hypothesis that presenting students with worked examples concerning fractions would enhance learning if a real-life context was used rather than a geometric context. This hypothesis was tested using both a visual and a word-based format and was supported by the results. The last two experiments were intended to test the context effect using either worked examples or problem solving. The results supported the validity of the previous hypothesis using both instructional methods. Overall, the thesis sheds some light on the advantages of using familiar objects when mastering complex concepts in mathematics.

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A common goal of instructional techniques is to teach skills effectively and efficiently. Matrix training techniques are both effective and efficient as they allow for the emergence of untrained responding to novel stimulus arrangements, a phenomenon known as recombinative generalization. However, it is unclear which type of matrix arrangement best promotes recombinative generalization. The current study compared two common matrix training approaches, an overlapping (OV) design and a non-overlapping (NOV) design, with respect to arranging relations targeted for training. We conducted a replication evaluation of a Wilshire and Toussaint study, and taught two typically-developing preschoolers compound object-action labels in Spanish and used either an OV or NOV matrix training design. Results from both studies demonstrated the participant trained with an OV design produced recombinative generalization and participants trained with a NOV design produced significantly low levels of emergence or none at all. These results suggest that an OV matrix design facilitates recombinative generalization more effectively than a NOV design. Implications for instructional arrangements are discussed.

In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through the Instructional Triangle. Analysis of the teachers' reflections, viewed through their participation in the roles of sense maker, inquirer, and builder, revealed interesting differences in the teachers' approaches to IOI. I detail these two teachers' approaches to IOI and ultimately shed light on the intricacies of IOI and online professional development. Such findings support the growing bodies of research centered around IOI and corresponding professional development. / Master of Science / In light of the expansion of student-centered instructional approaches in mathematics education and a brightening spotlight on virtual teacher supports, I look to Inquiry-Oriented Instruction (IOI) and explore how instructors reflect on and plan for their implementation of IOI in online professional development. I focus specifically on two teachers' comments on their implementation of IOI materials covering Abstract Algebra topics in online work groups developed to support teachers in implementing IOI. I analyze both reflection and enactment through the components of IOI characterized through a framework model called the Instructional Triangle. Analysis of the teachers' reflections, viewed through their participation in the roles of sense maker, inquirer, and builder, revealed interesting differences in the teachers' approaches to IOI. I detail these two teachers' approaches to IOI and ultimately shed light on the intricacies of IOI and online professional development. Such findings support the growing bodies of research centered around IOI and corresponding professional development.