The article analyzes the problem of assessment of the informativeness (or informational content) and the didactic complexity of various learning material elements (educational concepts, pictures and education texts). The informativeness of learning material...
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The article analyzes the problem of assessment of the informativeness (or informational content) and the didactic complexity of various learning material elements (educational concepts, pictures and education texts). The informativeness of learning material elements (LMEs) is considered equal to the number of concepts to be used for its presentation or the description. Under the didactic complexity of LME it is offered to understand the value proportional to the time or amount of the efforts demanded by the 5–class Russian schoolchild for his/her studying this LME. As all educational information is presented in a verbal form, to define the complexity of LME it is necessary to decompose LME into separate concepts, to estimate their separate difficulty, and then to summarize it. The article considers: 1) the estimation of difficulty of experimental and theoretical studying of a concept using the method of paired comparisons; 2) spreading out cards with scientific concepts on them in orde
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