Effects of applying cognitive load theory to teaching fifth graders changes in the Sun's position
|關鍵字:||太陽位置變化教學;認知負荷;多媒體學習理論;Teaching changes in the Sun's position;Cognitive Load;Multimedia learning Theory|
In the elementary school science and technology curriculum for grades 1 to 9, the astronomy curriculum is the most conceptually abstract. Its intrinsic cognitive load is overly high for learners. This study primarily aimed to reduce the intrinsic cognitive load of teaching materials and improve students’ learning outcomes by employing multimedia teaching materials in teaching based on the cognitive load theory. The participants in this study were 150 fifth graders from six classes in an elementary school in Hsinchu City. Three groups were included in this teaching experiment: a group using original pictures from textbooks, a group using simplified pictures from textbooks, and a group using simplified cosmic maps. The teaching materials adopted in all three groups were in accordance with the cognitive load theory and the multimedia learning theory. The participants were differentiated according to high and low academic achievement to discuss the interaction between the design of teaching and the prior knowledge. Before the implementation of the teaching experiment, a pretest was administered to the students from the three groups to assess their prior knowledge; after the implementation of the teaching experiment, a posttest, a teaching materials perception scale, and a natural science attitude scale were administered. A month after the implementation of the teaching experiment, a delayed posttest was administered. The results are as follows: 1. The posttest scores revealed no significant differences between the three groups. 2. The delayed posttest scores revealed no significant differences between the three groups. 3. In the “difficulty” dimension of the teaching materials perception scale, the group using a simplified cosmic map found the material was more difficult than the group using original pictures from textbooks. In the “effort-consuming” dimension, the group using the simplified cosmic map had to work harder than the group using simplified pictures from textbooks.
|Appears in Collections:||Thesis|