dc.contributor.author |
Haslam, Carolyn |
en |
dc.contributor.author |
Hamilton, Richard |
en |
dc.date.accessioned |
2012-02-09T01:48:09Z |
en |
dc.date.issued |
2010 |
en |
dc.identifier.citation |
INT J SCI EDUC 32(13):1715-1737 2010 |
en |
dc.identifier.issn |
0950-0693 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/11018 |
en |
dc.description.abstract |
This study investigated the effects of integrated illustrations on understanding instructions for practical work in science. Ninety‐six secondary school students who were unfamiliar with the target content knowledge and practical equipment took part. The students were divided into two conditions: (1) modified instructions containing integrated text and illustrations, and (2) conventional instructions containing text only. Modified instructions produced significantly higher levels of performance on task, lower time to completion and perceived cognitive load and task difficulty, higher relative efficiency score, and higher post‐test scores than the conventional instructions. When learners are inexperienced and the information is complex, the results suggest that physically integrating mutually referring sources of information reduces cognitive load, and therefore makes practical work instructions easier to understand. |
en |
dc.language |
EN |
en |
dc.publisher |
Taylor & Francis |
en |
dc.relation.ispartofseries |
International Journal of Science Education |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/0950-0693/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.subject |
Learning |
en |
dc.subject |
Practical work |
en |
dc.subject |
Secondary school |
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dc.subject |
Cognitive Load Theory |
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dc.subject |
DESIGN |
en |
dc.subject |
ILLUSTRATIONS |
en |
dc.subject |
PERFORMANCE |
en |
dc.subject |
EFFICIENCY |
en |
dc.subject |
SOFTWARE |
en |
dc.subject |
MEMORY |
en |
dc.subject |
TEXT |
en |
dc.title |
Investigating the Use of Integrated Instructions to Reduce the Cognitive Load Associated with Doing Practical Work in Secondary School Science |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1080/09500690903183741 |
en |
pubs.issue |
13 |
en |
pubs.begin-page |
1715 |
en |
pubs.volume |
32 |
en |
dc.rights.holder |
Copyright: Taylor & Francis |
en |
pubs.end-page |
1737 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
60869 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
dc.identifier.pii |
915192474 |
en |
pubs.record-created-at-source-date |
2012-02-09 |
en |