Does pre-training reduce the cognitive load of learning complex science information in authentic settings: science classrooms?

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dc.contributor.advisor Hamilton, R en
dc.contributor.author Haslam, Carolyn en
dc.date.accessioned 2016-10-31T20:58:25Z en
dc.date.issued 2016 en
dc.identifier.uri http://hdl.handle.net/2292/30912 en
dc.description.abstract This study investigated the cognitive effects of employing the strategy of pre-training on students learning of complex ideas in science. A preliminary study confirmed that learning graphing skills in physics was a suitably complex and appropriate context for the main study. Students from three classes in each of eight different secondary schools were involved in learning science ideas using multimedia presentations in the topic of motion, which includes graphs, in their own classrooms. The students were all novices for this topic. This study contrasted the use of pre-training as a strategy to reduce the cognitive load and enhance the understanding and learning of complex information with no pre-training. The experimental treatment group received pre-training before being presented with the science ideas (teaching), the other two groups only received the teaching, Treatment group 2 once through and Treatment group 3 twice through. Cognitive load measures (during and after learning) were employed and performance measures included the difference between pre and post test scores, for high and low level learning, and for calculation and graphing ideas. In addition instructional efficiency was calculated. The effect of the pre-training strategy on males and females, different decile schools, and different enthnicities in New Zealand were also investigated. Results suggest that pre-training reduced the cognitive load and improved learning when complex information in science was presented and increased instructional efficiency for all students irrespective of gender, decile, and ethnicity when learning in an ecologically valid setting. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof PhD Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264881911302091 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. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Does pre-training reduce the cognitive load of learning complex science information in authentic settings: science classrooms? en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Doctoral en
thesis.degree.name PhD en
dc.rights.holder Copyright: The author en
dc.rights.accessrights http://purl.org/eprint/accessRights/OpenAccess en
pubs.elements-id 544313 en
pubs.record-created-at-source-date 2016-11-01 en


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http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ Except where otherwise noted, this item's license is described as http://creativecommons.org/licenses/by-nc-sa/3.0/nz/

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