Element interactivity as a construct for the analysis of science problem-solving processes

Munirah Shaik Kadir, Alexander Seeshing Yeung, Anne Forbes

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Element interactivity is a construct used by cognitive load theory researchers to explain the complexity in learning tasks. Despite advances in cognitive load research, element interactivity in science problem solving has not been vastly studied. In this book chapter, we illustrate how element interactivity gives rise to different types of cognitive load (intrinsic, extraneous, and germane) when middle school students solve a complex science problem. Analyzing learning tasks in terms of element interactivity assesses their suitability for targeted students, thus lowering the chances of cognitive overload, and therefore facilitating the cognitive processes for effective learning.
Original languageEnglish
Title of host publicationProgress in education
EditorsRoberta V. Nata
Place of PublicationNew York, NY
PublisherNova Science
Chapter7
Pages185-203
Number of pages19
ISBN (Electronic)9781536145526
ISBN (Print)9781536145519
Publication statusPublished - 2019

Publication series

NameProgress in education
Volume55
ISSN (Print)1535-4806

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  • Cite this

    Kadir, M. S., Yeung, A. S., & Forbes, A. (2019). Element interactivity as a construct for the analysis of science problem-solving processes. In R. V. Nata (Ed.), Progress in education (pp. 185-203). (Progress in education; Vol. 55). New York, NY: Nova Science.