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Cognitive load and alternative conceptions in learning genetics: effects from provoking confusion

Title data

Pöhnl, Sabine ; Bogner, Franz X.:
Cognitive load and alternative conceptions in learning genetics: effects from provoking confusion.
In: The Journal of Educational Research. Vol. 106 (2013) Issue 3 . - pp. 183-196.
ISSN 1940-0675
DOI: https://doi.org/10.1080/00220671.2012.687790

Abstract in another language

Only recently has cognitive load theory been applied in conceptual change approaches. To our knowledge, ours is the first study to examine the effects on students’ cognitive load of an approach contrary to a refutation text design. We combined computer and textbook instruction with involving alternative conceptions (ACs) to instruct 398 9th graders. We 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.

Further data

Item Type: Article in a journal
Refereed: Yes
Additional notes: BAYCEER105573
Institutions of the University: Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Chair Didactics of Biology
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Chair Didactics of Biology > Chair Didactics of Biology - Univ.-Prof. Dr. Franz Xaver Bogner
Faculties
Faculties > Faculty of Biology, Chemistry and Earth Sciences
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology
Result of work at the UBT: Yes
DDC Subjects: 500 Science
Date Deposited: 06 May 2015 14:57
Last Modified: 06 May 2015 14:57
URI: https://eref.uni-bayreuth.de/id/eprint/12935