Visual representations in science education : The influence of prior knowledge and cognitive load theory on instructional design principles
In: Science education (Saleem, Mass.), Jg. 90 (2006), Heft 6, S. 1073-1091
Online
academicJournal
- print; 19; 3 p.1/4
Zugriff:
Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load. Learners have a limited working memory, and instructional representations should be designed with the goal of reducing unnecessary cognitive load. However, cognitive architecture alone is not the only factor to be considered; individual differences, especially prior knowledge, are critical in determining what impact a visual representation will have on learners' cognitive structures and processes. Prior knowledge can determine the ease with which learners can perceive and interpret visual representations in working memory. Although a long tradition of research has compared experts and novices, more research is necessary to fully explore the expert-novice continuum and maximize the potential of visual representations.
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Visual representations in science education : The influence of prior knowledge and cognitive load theory on instructional design principles
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Autor/in / Beteiligte Person: | COOK, Michelle Patrick |
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Zeitschrift: | Science education (Saleem, Mass.), Jg. 90 (2006), Heft 6, S. 1073-1091 |
Veröffentlichung: | New York, NY: Wiley, 2006 |
Medientyp: | academicJournal |
Umfang: | print; 19; 3 p.1/4 |
ISSN: | 0036-8326 (print) |
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