How Do the Cognitive Load, Self-Efficacy and Attitude of Pre-Service Teachers Shift in the Multimedia Science Learning Process?

Autor/in	Efendioglu, Akin
Titel	How Do the Cognitive Load, Self-Efficacy and Attitude of Pre-Service Teachers Shift in the Multimedia Science Learning Process?
Quelle	In: Educational Research and Reviews, 11 (2016) 8, S.743-764 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; Preservice Teachers; Cognitive Processes; Difficulty Level; Self Efficacy; Student Teacher Attitudes; Attitude Change; Multimedia Instruction; Science Education; Learning Processes; Simulation; Academic Achievement; Science Experiments; Scores; Comparative Analysis; Scientific Attitudes; Science Instruction; Science Tests; Achievement Tests; Mixed Methods Research; Turkey + Suchen Sie Ihr Suchwort? Ausland; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Self-efficacy; Selbstwirksamkeit; Attitudinal change; Einstellungsänderung; Multimediales Lernen; Naturwissenschaftliche Bildung; Learning process; Lernprozess; Simulation program; Simulationsprogramm; Schulleistung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Türkei
Abstract	The aim of this study is to investigate pre-service teacher's cognitive load types (intrinsic load-IL, extraneous load-EL, and germane load-GL), academic achievements, and affective characteristics (attitude and self-efficacy) at two stages of experimental learning processes. The first and the second groups used explanatory instructional multimedia science simulations (EImms-1 and EImms-2), and the third group used actual science laboratory experiments (ASLE). In the first stage, the pre-service teachers in the EImms-1 and 2 groups performed 20 different science experiments, and the students in the ASLE group performed the same experiments in the science laboratory. In the second stage, the groups were switched. The results show that the pre-service teachers in the EImms groups have significantly higher self-efficacy, more positive attitude, greater academic achievement, and lower IL, EL, and GL scores than those in the ASLE group. Also, the results are discussed with regard to cognitive load perspective. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01