Cognitive Load and Alternative Conceptions in Learning Genetics: Effects from Provoking Confusion

Autor/inn/en	Poehnl, Sabine; Bogner, Franz X.
Titel	Cognitive Load and Alternative Conceptions in Learning Genetics: Effects from Provoking Confusion
Quelle	In: Journal of Educational Research, 106 (2013) 3, S.183-196 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2012.687790
Schlagwörter	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; Germany + Suchen Sie Ihr Suchwort? Denkfähigkeit; Humangenetik; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer based training; Computerunterstützter Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Merkfähigkeit; Vorkenntnisse; Geschlechterkonflikt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Deutschland
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10