Research Article
The Effect of Incremental Scaffolds in Experimentation on Cognitive Load
Marlina Hülsmann,
Cornelia Stiller,
Matthias Wilde*
Issue:
Volume 12, Issue 1, February 2024
Pages:
1-10
Received:
12 January 2024
Accepted:
24 January 2024
Published:
21 February 2024
Abstract: Experimentation provides a suitable way for students to gain an understanding of scientific inquiry since it is one of its main methods to develop scientific knowledge. However, it is assumed that experimentation can lead to cognitive overload when students experience little support during experimentation, which, in turn, might hinder effective learning. Extraneous cognitive load describes the load caused by inefficient instructional designs such as unguided problem-solving or the way information is presented and thus can be influenced by appropriate instructions. In order to prevent students from cognitive overload and assist them during experimentation, they can be provided with incremental scaffolds, which are sequential written solution instructions. The present study investigates the extent to which the use of incremental scaffolds affects learners’ cognitive load during experimentation in biology classes. The students in the Incremental Scaffolds Group (IncrS; n = 54) used incremental scaffolds in two self-conducted experiments while students of the No-Incremental Scaffolds Group (No-IncrS; n = 74) experimented openly without such a support. Both groups were provided with a pre-structured researcher protocol including the steps of experimentation and received the same lessons. Extraneous cognitive load was assessed after both experiments using a self-developed questionnaire consisting of two items. These were designed to assess how cognitive load was affected by the learning materials. The findings only revealed a significant main effect of time between the two conducted experiments, but no significant interaction effect with the treatment. Consequently, the results show that repeated experimentation reduces cognitive load during experimentation, regardless of the provision of incremental scaffolds. The positive effects of incremental scaffolds, thus possibly also concerning cognitive load, are assumed to occur only after multiple applications; hence, they might need to be applied more frequently and regularly to really become practiced. Two sessions of experimenting with incremental scaffolds seem to be insufficient for providing learners with substantial support, as students may need more time to fully adjust to utilizing the incremental scaffolds. Furthermore, a brief reflection phase on the use of incremental scaffolds at the end of each lesson in which they were used appears to be helpful. If incremental scaffolds can free up working memory, it may also be useful to consider the relation between incremental scaffolds, cognitive load, and knowledge acquisition.
Abstract: Experimentation provides a suitable way for students to gain an understanding of scientific inquiry since it is one of its main methods to develop scientific knowledge. However, it is assumed that experimentation can lead to cognitive overload when students experience little support during experimentation, which, in turn, might hinder effective lea...
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Research Article
Research on the Development Strategy of Intangible Cultural Heritage Theme Study Tour for Primary and Secondary School Students in Tai'an City
Issue:
Volume 12, Issue 1, February 2024
Pages:
11-16
Received:
12 February 2024
Accepted:
27 February 2024
Published:
28 February 2024
Abstract: The implementation of the policy of reducing the homework burden and extracurricular training burden on students in compulsory education reflects the emphasis on cultivating comprehensive abilities of students at the national level. Study tour is a comprehensive practical education activity course that closely integrates on campus education and off campus education. Its learning, exploratory, and experiential nature is an effective way to enhance students' comprehensive quality, cultivate innovative spirit, and practical ability. In recent years, the country and various provinces and cities have regarded study tours as an important part of promoting quality education, and have successively introduced various policy measures to encourage the development of study tours. Intangible cultural heritage study tour is a cultural tourism education activity that integrates the design and development of "intangible cultural heritage" and "study tour". It can not only guide the learning and practice of primary and secondary school students, but also promote the "active" inheritance of intangible cultural heritage. This article takes Tai'an City as the research object, starting from stakeholder theory, tourism experience theory, and education related theory, and adopts literature research, questionnaire survey, and field investigation methods to study the intangible cultural heritage study tour in Tai'an City. It proposes three principles for the development of intangible cultural heritage study tour products, and proposes to build a "big publicity pattern", develop a type of "diversified curriculum", and provide a "comprehensive support" The development strategy of building a "professional team" is to design an intangible cultural heritage study tour product that combines ancient architecture and shadow puppetry, in order to explore a development model suitable for the actual study tour product in Tai'an City, and provide reference and ideas for other counties and even larger study tour markets.
Abstract: The implementation of the policy of reducing the homework burden and extracurricular training burden on students in compulsory education reflects the emphasis on cultivating comprehensive abilities of students at the national level. Study tour is a comprehensive practical education activity course that closely integrates on campus education and off...
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