Increasing High School Students' Chemistry Performance and Reducing Cognitive Load through an Instructional Strategy Based on the Interaction of Multiple Levels of Knowledge Representation

Autor/inn/en	Milenkovic´, Dus?ica D.; Segedinac, Mirjana D.; Hrin, Tamara N.
Titel	Increasing High School Students' Chemistry Performance and Reducing Cognitive Load through an Instructional Strategy Based on the Interaction of Multiple Levels of Knowledge Representation
Quelle	In: Journal of Chemical Education, 91 (2014) 9, S.1409-1416 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/ed400805p
Schlagwörter	Science Instruction; Chemistry; Difficulty Level; Cognitive Processes; Teaching Methods; Knowledge Representation; High School Students; Secondary School Science; Student Surveys; Multiple Choice Tests; Likert Scales; Scientific Concepts; Foreign Countries; Statistical Analysis; Serbia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensrepräsentation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerbefragung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Likert-Skala; Ausland; Statistische Analyse; Serbien
Abstract	The central goal of this study was to examine the extent to which a teaching approach focused on the interaction between macroscopic, submicroscopic, and symbolic levels of chemistry representations could affect high school students' performance in the field of inorganic reactions, as well as to examine how the applied instruction influences students' assessment of invested mental effort. The total sample of this research included 313 high school students. The survey was conducted during the 2012-2013 school year. As a measuring instrument for student performance, a two-tier multiple-choice test of knowledge was used. Each task in the test was followed by a seven-point Likert-type scale for evaluation of invested mental effort. Our findings indicate that a teaching strategy relying on the interplay between three levels of knowledge representation leads to an increase in students' performance and also contributes to the reduction of cognitive load. The obtained results for calculated mental efficiency suggest that the applied instructional model represents an effective teaching model. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10