Cognitive Load and Alternative Conceptions in Learning Genetics: Effects from Provoking Confusion

ABSTRACT

Only recently has cognitive load theory been applied in conceptual change approaches. To the authors’ knowledge, theirs is the first study to examine the effects on students’ cognitive load of an approach contrary to a refutation text design. The authors combined computer and textbook instruction with involving alternative conceptions (ACs) to instruct 398 ninth-grade students. They determined the number of scientific conceptions learned within a pretest, posttest, and retention test design while measuring the students’ mental effort during the instruction. The groups whose instruction involved ACs did not show any significant long-term increase in the number of scientific conceptions learned compared to the control group. The textbook instruction with ACs resulted in the students unnecessarily investing higher mental effort. Further research is needed to clarify the effect.

Keywords:

• confusion
• gender
• genetic engineering
• multi­media
• prior knowledge

ACKNOWLEDGMENTS

This study was supported by the University of Bayreuth. We are very grateful to the Bavarian Ministry of Education and Arts [StUK: Bayerisches Staatsministerium für Unterricht und Kultus] (for permitting our study) and to all the students and teachers (for participating in our study). The manuscript has greatly benefited from comments and suggestions by M. Wiseman.