2016
DOI: 10.1039/c5rp00140d
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Features of representations in general chemistry textbooks: a peek through the lens of the cognitive load theory

Abstract: The goals of this study were (1) determine the prevalence of various features of representations in five general chemistry textbooks used in the United States, and (2) use cognitive load theory to draw implications of the various features of analyzed representations. We adapted the Graphical Analysis Protocol (GAP) to look at the type of representations used, the function of each representation, the physical integration of representations with associated text, the presence and nature of captions and labels, t… Show more

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Cited by 46 publications
(55 citation statements)
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“…The number of representations used in electrochemistry unit differed in general chemistry textbooks analyzed, which is compatible with the findings in the literature (Nyachwaya & Gillaspie, 2016;Nyachwaya & Wood, 2014). Differences in the number of representations among textbooks might stem from differences in publishers and writers of the textbooks.…”
Section: Resultssupporting
confidence: 85%
“…The number of representations used in electrochemistry unit differed in general chemistry textbooks analyzed, which is compatible with the findings in the literature (Nyachwaya & Gillaspie, 2016;Nyachwaya & Wood, 2014). Differences in the number of representations among textbooks might stem from differences in publishers and writers of the textbooks.…”
Section: Resultssupporting
confidence: 85%
“…We evaluated how much of the visual representation is connected to the text for providing support to better understand the content, aside from just having a decorative function. Subsequently, we categorized the evaluation of image representation into decorative, organizational, or interpretational (see Table 3), which is an adaptation from Carney and Levin [51], and this was also interpreted by Nyachwaya et al [52]. Table 3.…”
Section: Levels Of Representationmentioning
confidence: 99%
“…Similar arguments can be found across science education (Refs. [27,29,109,110] for physics, chemistry, and biology education, respectively). Further effects of prior knowledge specifically related to multiple representations in the physical sciences have been discussed, for example, by Bodemer and Faust [111]; [6] Chap.…”
Section: Learner Characteristicsmentioning
confidence: 99%
“…Third, the present work considered only RATs as an educational approach, in order to study their effects in a well-controlled way. In the future, it could be combined with other educational approaches of interest in the area, such as for joint gain of representational and conceptual competence [165,166], reducing cognitive load [71,72,109], for example, by worked examples, explicitly promoting self-generated representations (Ref. [4] Chap.…”
Section: A Limitations and Research Perspectivesmentioning
confidence: 99%