A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels

Stanislaw Paul Maj

doi:10.29333/ejmste/11510

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Stanislaw Paul Maj ¹ ² ^*

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¹ SPM Consulting, AUSTRALIA² Assumption University, THAILAND^* Corresponding Author

Abstract

Current educational theories, such as Constructivism, are based on subjective principles which are open to interpretation and may result in wide variations in the quality of learning outcomes. Cognitive Load Optimization is a new quantitative, Science of Learning theory. Using this method, it is possible to define schemas (mental patterns of knowledge) with the quantitatively optimized minimum cognitive load which are the basis of instructional material development. Such materials represent the easiest possible learning paths. In one proof of concept experiment this new method was used to teach first year undergraduate mathematics to mature students in online mode. The pass rate and retention rates were both 100% and all learning objectives were met. Extensive evaluations strongly suggest that Cognitive Load Optimization can significantly improve teaching and learning outcomes in all STEM disciplines at all educational levels – primary and secondary school, college and university.

Keywords

cognitive load optimization
cognitive science
learning theories
science of learning

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 2, February 2022, Article No: em2073

https://doi.org/10.29333/ejmste/11510

Publication date: 10 Jan 2022

Article Views: 6679

Article Downloads: 2562

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Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

Maj, S. P. (2022). A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2073. https://doi.org/10.29333/ejmste/11510

Vancouver

Maj SP. A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels. EURASIA J Math Sci Tech Ed. 2022;18(2):em2073. https://doi.org/10.29333/ejmste/11510

AMA

Maj SP. A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels. EURASIA J Math Sci Tech Ed. 2022;18(2), em2073. https://doi.org/10.29333/ejmste/11510

Chicago

Maj, Stanislaw Paul. "A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 2 (2022): em2073. https://doi.org/10.29333/ejmste/11510

Harvard

Maj, S. P. (2022). A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels. Eurasia Journal of Mathematics, Science and Technology Education, 18(2), em2073. https://doi.org/10.29333/ejmste/11510

MLA

Maj, Stanislaw Paul "A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 2, 2022, em2073. https://doi.org/10.29333/ejmste/11510