NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1158617
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1925-0746
EISSN: N/A
Towards Cognitive Load Theory as Guideline for Instructional Design in Science Education
Meissner, Barbara; Bogner, Franz X.
World Journal of Education, v3 n2 p24-37 2013
We applied cognitive load theory in an heuristic out-of-school science lesson. The lesson comprises experiments concerning major attributes of NaCl and was designed for 5th to 8th grade students. Our interest focused on whether cognitive load theory provides sufficient guidelines for instructional design in the field of heuristic science education. We extracted student clusters derived from pre-knowledge and learning success. We characterised students, based on cognitive achievement, mental effort, and instructional efficiency. Cluster analyses revealed three student clusters with quite satisfying results. Two further clusters showed improvable results, two showed no learning success, which may point to difficulties in coping with the learning setting. Motivational characterisation will refine the results, and may confirm starting points to advance cognitive load theory in heuristic science education.
Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/wje/index/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A