Chemistry Problem Solving Instruction: A Comparison of Three Computer-Based Formats for Learning from Hierarchical Network Problem Representations

Autor/inn/en	Ngu, Bing Hiong; Mit, Edwin; Shahbodin, Faaizah; Tuovinen, Juhani
Titel	Chemistry Problem Solving Instruction: A Comparison of Three Computer-Based Formats for Learning from Hierarchical Network Problem Representations
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 37 (2009) 1, S.21-42 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-008-9072-7
Schlagwörter	Prior Learning; Chemistry; Problem Solving; Models; Teaching Methods; Learning Processes; Cognitive Processes; Difficulty Level; Theories; Computer Assisted Instruction; Comparative Analysis + Suchen Sie Ihr Suchwort? Vorkenntnisse; Chemie; Problemlösen; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Theory; Theorie; Computer based training; Computerunterstützter Unterricht
Abstract	Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional formats. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10