Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related...

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Bibliographic Details
Published inScience education (Salem, Mass.) Vol. 90; no. 6; pp. 1073 - 1091
Main Author Cook, Michelle Patrick
Format Journal Article
LanguageEnglish
Published Hoboken Wiley Subscription Services, Inc., A Wiley Company 01.11.2006
John Wiley & Sons, Inc
Wiley
Wiley Periodicals Inc
Subjects
Bild
Cognitive Structures
Curriculum subjects: programmes and methods
Educational sciences
Einflussfaktor
Exact and natural sciences
Gestaltungsprinzip
Individual Differences
Instructional Design
Kognitionspsychologie
Lernerfolg
Lernprozess
Memory
Prior Learning
Science education
Science Instruction
Teaching Methods
Unterrichtsmaterial
Verständnis
Visual Aids
Visualisieren
Visualization
Visuelle Information
Vorstellung (Psy)
Wirksamkeit
Working Memory
Science
Science Education
Knowledge
Cognitive Process
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Summary:Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load. Learners have a limited working memory, and instructional representations should be designed with the goal of reducing unnecessary cognitive load. However, cognitive architecture alone is not the only factor to be considered; individual differences, especially prior knowledge, are critical in determining what impact a visual representation will have on learners' cognitive structures and processes. Prior knowledge can determine the ease with which learners can perceive and interpret visual representations in working memory. Although a long tradition of research has compared experts and novices, more research is necessary to fully explore the expert–novice continuum and maximize the potential of visual representations. © 2006 Wiley Periodicals, Inc. Sci Ed 90:1073–1091, 2006
Bibliography:istex:7F49F948B48F40182F246FA80873CD4D430CDF5D
ArticleID:SCE20164
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SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:0036-8326
1098-237X
DOI:10.1002/sce.20164