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 proceedingChapterpeer-review

    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

    Fingerprint

    Dive into the research topics of 'Element interactivity as a construct for the analysis of science problem-solving processes'. Together they form a unique fingerprint.

    Cite this