Applying Cognitive Load Theory in Teacher Education

Abstract

The study investigated the validation of a rating scale to measure cognitive load in science teacher education. The rating scale was used to measure three types of cognitive load in a new learning context with 81 undergraduate students enrolled in a science education program, randomly assigned to three experimental groups: problem-solving, example-based learning, and control groups. The preservice teachers' cognitive load was measured using a rating scale during an intervention to diagnose students' misconceptions in physics. The study also assessed the effect of instructional design on cognitive load. The results showed that the three types of cognitive load can be reliably measured in science teacher education and that instructional designs that create germane cognitive load contribute to the development of preservice teachers' diagnostic competencies. Conversely, designs that create irrelevant cognitive load are detrimental to this development. These findings suggest the importance of considering cognitive load in science teacher education for effective instructional design.