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Are Tablets the Smart Medicine for Physics Education?
Thesis   Open access

Are Tablets the Smart Medicine for Physics Education?

Cheryl J Fillmore
University of the Sunshine Coast, Queensland
Master of Education by Research, University of the Sunshine Coast
2009
DOI:
https://doi.org/10.25907/00407
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Abstract

tablet PC physics education cognitive load theory tablet/workbook pedagogy
With physics education in crisis in Australia and elsewhere as student numbers continue to trend downwards (Smithers & Robinson, 2006), this research is timely as it investigated a 'smarter' way to teach physics. Theory and practice were blended to develop the Tablet/Workbook Pedagogy (TWP). Its use in teaching high school physics classes produced clear evidence of improved scores in, understanding of, and engagement with physics. It is anticipated that use of the TWP will ultimately attract and retain more students in physics classes.Cognitive Load Theory, (CLT) (Sweller, 1994) provides a basis for understanding why physics is so difficult for many students to learn (Osborne, 2005), particularly when traditional methods are used (Paas, 1992). CLT views learning as the generation, elaboration and automation of mental schemas for storage in long term memory. The process of schema construction occurs in working memory which can cope with the simultaneous processing of only a very limited numbers (two to four) f chunks of complex information (Cowan, 2001). In an inherently complex subject like physics (van Merriënboer & Sweller, 2005), learning can occur only after multiple interacting elements have been simultaneously processed in working memory. For many students, particularly novices, learning is severely restricted when their limited working memory resources are overwhelmed by the required processing task and cognitive overload results.

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