Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations

B H Ngu; E Mit; F Shahbodin; Juhani E Tuovinen

doi:10.1007/s11251-008-9072-7

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Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations

Journal article

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Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations

B H Ngu, E Mit, F Shahbodin and Juhani E Tuovinen

Instructional Science: an international journal of learning and cognition, Vol.37(1), pp.21-42

2009

DOI: https://doi.org/10.1007/s11251-008-9072-7

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Abstract

cognitive load theory

interactive solution

chemistry problem solving

computer-based format

problem structure

Germane cognitive load

graphic network problem representation

Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional formats.

Details

Title: Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations
Authors: B H Ngu (Author) - Learning and Teaching Centre, Adelaide
E Mit (Author) - Universiti Malaysia Sarawak, Malaysia
F Shahbodin (Author) - Universiti Malaysia Sarawak, Malaysia
Juhani E Tuovinen (Author) - University of the Sunshine Coast - Faculty of Science, Health and Education
Publication details: Instructional Science: an international journal of learning and cognition, Vol.37(1), pp.21-42
Publisher: Springer Netherlands
Date published: 2009
DOI: 10.1007/s11251-008-9072-7
ISSN: 0020-4277
Organisation Unit: University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99449691602621
Output Type: Journal article

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