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Science Teaching based on Cognitive Load Theory: Engaged Students, but Cognitive Deficiencies

Title data

Meissner, Barbara ; Bogner, Franz X.:
Science Teaching based on Cognitive Load Theory: Engaged Students, but Cognitive Deficiencies.
In: Studies in Educational Evaluation. Vol. 38 (2012) Issue 3-4 . - pp. 127-134.
ISSN 0191-491X

Abstract in another language

To improve science learning under demanding conditions, we designed an out-of-school lesson in compliance with cognitive load theory (CLT). We extracted student clusters based on individual effectiveness, and compared instructional efficiency, mental effort, and persistence of learning. The present study analyses students’ engagement. 50.0% of our sample (n = 250, 5th–8th graders) showed satisfying results, 11.2% were not motivated; 38.8% had difficulties to cope with the learning situation. Presumably, most of them had problems in identifying relevant contents, some were precarious about their capabilities. We suppose that those students may have improved performance with extended active support. We may advance future research on guidance in CLT, and its integration in the field of science education.

Further data

Item Type: Article in a journal
Refereed: Yes
Additional notes: BAYCEER110581
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/12941