Towards Cognitive Load Theory as Guideline for Instructional Design in Science Education

Abstract

We applied cognitive load theory in an heuristic out-of-school science lesson. The lesson comprises experiments concerning major attributes of NaCl and was designed for 5 th to 8 th grade students. Our interest focused on wether cognitive load theory provides sufficient guidelines for instructional design in the field of heuristic science education. We extracted student clusters derived from pre-knowledge and learning success. We characterised students, based on cognitive achievement, mental effort, and instructional efficiency. Cluster analyses revealed three student clusters with quite satisfying results. Two further clusters showed improvable results, two showed no learning success, which may point to difficulties in coping with the learning setting. Motivational characterisation will refine the results, and may confirm starting points to advance cognitive load theory in heuristic science education.

Analisis Media Pembelajaran terhadap Beban Kognitif Peserta Didik pada Pembelajaran Biologi

“…Beban kognitif konstruktif yaitu keadaan memori kerja peserta didik yang diakibatkna oleh usaha yang dilakukan peserta didik dalam memahami materi yang sedang dipelajari. Desain pembelajaran yang baik adalah desain yang mampu memberikan tugas untuk dapat mencapai ICL yang cukup dan tidak berlebihan, mampu menurunkan beban kognitif ECL, dan mampu meningkatkan beban kognitif GCL (Meissner & Bogner, 2013).…”

Analysis on Thinking Skill: Cognitive Load Management in Connected Integrated Learning

“…The highly interactive concept within the relevant study domain would result in a cognitive scheme that enables students to obtain holistic knowledge (Matlin, 2009). Thus, the implementation of learning by integrating related and connected concepts is promising for studying highly related concepts such as plant anatomy and physiology, but as Meissner and Bogner (2013) emphasize, learning strategy must also consider the effect of learning on students' cognitive load.…”