ERIC Number: EJ1011252
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Cognitive Load and Alternative Conceptions in Learning Genetics: Effects from Provoking Confusion
Poehnl, Sabine; Bogner, Franz X.
Journal of Educational Research, v106 n3 p183-196 2013
Only recently has cognitive load theory been applied in conceptual change approaches. To the authors' knowledge, theirs is the first study to examine the effects on students' cognitive load of an approach contrary to a refutation text design. The authors combined computer and textbook instruction with involving alternative conceptions (ACs) to instruct 398 ninth-grade students. They determined the number of scientific conceptions learned within a pretest, posttest, and retention test design while measuring the students' mental effort during the instruction. The groups whose instruction involved ACs did not show any significant long-term increase in the number of scientific conceptions learned compared to the control group. The textbook instruction with ACs resulted in the students unnecessarily investing higher mental effort. Further research is needed to clarify the effect. (Contains 3 tables and 1 figure.)
Descriptors: Cognitive Ability, Genetics, Grade 9, High School Students, Computer Assisted Instruction, Textbooks, Teaching Methods, Pretests Posttests, Scientific Concepts, Control Groups, Cognitive Processes, Retention (Psychology), Prior Learning, Gender Differences, Science Instruction, Foreign Countries, Quasiexperimental Design
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A