Towards Cognitive Load Theory as Guideline for Instructional Design in Science Education

Autor/inn/en	Meissner, Barbara; Bogner, Franz X.
Titel	Towards Cognitive Load Theory as Guideline for Instructional Design in Science Education
Quelle	In: World Journal of Education, 3 (2013) 2, S.24-37 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Guidelines; Cognitive Ability; Instructional Design; Science Instruction; Heuristics; Science Experiments; Instructional Effectiveness; Learning Processes; Learning Theories; Elementary School Students; Secondary School Students; Pretests Posttests; Grade 5; Statistical Analysis; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Richtlinien; Denkfähigkeit; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Heuristik; Unterrichtserfolg; Learning process; Lernprozess; Learning theory; Lerntheorie; Sekundarschüler; School year 05; 5. Schuljahr; Schuljahr 05; Statistische Analyse; Ausland; Deutschland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04