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|Title:||Videocase Complexity and Preservice Teacher Noticing: Examining the Effects of Cognitive Load|
|Authors:||Superfine, Alison Castro|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Superfine, A. C. & Bragelman, J. (2018). Videocase Complexity and Preservice Teacher Noticing: Examining the Effects of Cognitive Load. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||Despite the growing research base on preservice teacher noticing of children’s mathematical thinking with video, few studies consider the complex nature of the video representations. Borrowing from cognitive load theory, we coded the complexity of the salient teaching and learning events captured in video and analyzed the relationship between video complexity and PST noticing. Results indicate that videos with higher intrinsic load increase opportunities for noticing, and videos with higher extraneous load negatively affect noticing.|
|Appears in Collections:||ICLS 2018|
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