Instructional Efficiency of Changing Cognitive Load in an Out-of-School Laboratory

Autor/inn/en	Scharfenberg, Franz-Josef; Bogner, Franz X.
Titel	Instructional Efficiency of Changing Cognitive Load in an Out-of-School Laboratory
Quelle	In: International Journal of Science Education, 32 (2010) 6, S.829-844 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Instructional Effectiveness; Efficiency; Difficulty Level; Cognitive Processes; Hands on Science; Science Experiments; Laboratory Experiments; Genetics; Science Instruction; Grade 12; Secondary School Students; Foreign Countries; Nonschool Educational Programs; Teaching Methods; Germany + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Effectiveness; Effektivität; Wirkungsgrad; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Laboratory work; Laborarbeit; Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 12; 12. Schuljahr; Schuljahr 12; Sekundarschüler; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Deutschland
Abstract	Our research objective focused on monitoring students' mental effort and cognitive achievement to unveil potential effects of an instructional change in an out-of-school laboratory offering gene technology modules. Altogether, 231 students (12th graders) attended our day-long hands-on module. Within a quasi-experimental design, a treatment group followed the newly developed two-step approach derived from cognitive load theory while a control group applied experimentation in a conventional one-step mode. The difference consisted of additional focused discussions combined with noting students' ideas (Step 1) prior to starting any experimental procedure (Step 2). We monitored mental effort (nine times during the teaching unit) and cognitive achievement (in a pre-post-design with follow-up test). The treatment demonstrated a change in instructional efficiency (by combining mental effort and cognitive achievement data), especially for intrinsically high-loaded students. Conclusions for optimizing individual cognitive load in science teaching were drawn. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10