ERIC Number: ED475486
Record Type: RIE
Publication Date: 2003-Mar-23
Cognitive Load Criteria for Critical Evaluation and Selection of Web-Based Resources for Science Teaching.
Klemm, E. Barbara; Iding, Marie K.; Crosby, Martha E.
This study addresses the need to develop research-based criteria for science teacher educators to use in preparing teachers to critically evaluate and select web-based resources for their students' use. The study focuses on the cognitive load imposed on the learner for tasks required in using text, illustrations, and other features of multi- media, hyper-linked web-resources. This study seeks to use terminology that is meaningful and clear to teachers to develop criteria for the evaluation of the learners' cognitive load in the use of web sites. These criteria will be useful for science teacher educators to prepare teachers to critically evaluate web resources. Drawing from prior research, this study formulates ways to assess the cognitive load of instructional plans available on the web. Preservice teachers in an elementary and secondary science methods class were asked to use the criteria to assess pre-selected science WebQuests, a type of teacher- male inquiry instruction compatible with science process learning and the learning cycle. Results from individual preservice teacher's ratings using the criteria, and from follow-up in-class discussions are presented and used to identify criteria understood and found useful to elementary and secondary preservice teachers, and those criteria needing further refinement. (Author)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003).