New Perspectives in Science Education
Effects of Managing Element Interactivity on Student Achievement and their Academic Self-Concept in Science
Munirah S. Kadir, Institute for Positive Psychology and Education, Australian Catholic University (Australia)
Alexander S. Yeung, Institute for Positive Psychology and Education, Australian Catholic University (Australia)
Richard M. Ryan, Institute for Positive Psychology and Education, Australian Catholic University (Australia)
Anne Forbes, Institute for Positive Psychology and Education, Australian Catholic University (Australia)
Abstract
Element interactivity, an essential feature underpinning cognitive load theory, has been identified as a major construct for explaining complexity in learning materials, but is not commonly used by teachers. The main aim of this study was to illustrate how teachers can (1) analyze complex science problems in terms of element interactivity and (2) reduce the element interactivity involved in learning a complex science topic such as density. Following an in-service workshop which guided science teachers on how to design and apply an instructional strategy to manage element interactivity, the teachers implemented the strategy when delivering a science topic “density” on 156 Year 7 students. The effects of the intervention were assessed through an experimental study with a pretest-intervention-posttest design. Results showed that the students benefitted from science instruction that reduced element interactivity, not only in terms of their science achievement, but also in their science self-concept. Teachers who use element interactivity to manage instruction will be more effective in designing instruction that benefits their students, thus progressing science education to a new level.
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