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

• Published in: Science education (Salem, Mass.) Vol. 90; no. 6; pp. 1073 - 1091
• Main Author: Cook, Michelle Patrick
• Format: Journal Article
• Language: English
• 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
• ISSN: 0036-8326; 1098-237X; 1098-237X
• DOI: 10.1002/sce.20164

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