Self-efficacy change associated with a cognitive load-based intervention in an undergraduate biology course

David F. Feldon; Joana Franco; Jie Chao; James Peugh; Cathy Maahs-Fladung

Learning and Instruction Vol. 56, No. 1 (August 2018) pp. 64–72

Cognitive load theory (CLT) holds that discovery learning and other instructional strategies imposing high levels of extraneous load on novice learners hinder learning. Such learning conditions are also associated with significant drops in...

Language: English