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Evaluation of Context-Level Effect on Students’ Performance and Perceived Cognitive Load in Chemistry Problem-solving Tasks

Dušica Milenković ; Faculty of Sciences, University of Novi Sad
Mirjana Segedinac ; Faculty of Sciences, University of Novi Sad
Tamara Hrin ; Faculty of Sciences, University of Novi Sad
Gordana Gajić ; Primary school Jovan Jovanović Zmaj in Sremska Kamenica

Puni tekst: engleski, pdf (313 KB) str. 959-982 preuzimanja: 181* citiraj
APA 6th Edition
Milenković, D., Segedinac, M., Hrin, T. i Gajić, G. (2015). Evaluation of Context-Level Effect on Students’ Performance and Perceived Cognitive Load in Chemistry Problem-solving Tasks. Croatian Journal of Education, 17 (4), 959-982. Preuzeto s https://hrcak.srce.hr/151223
MLA 8th Edition
Milenković, Dušica, et al. "Evaluation of Context-Level Effect on Students’ Performance and Perceived Cognitive Load in Chemistry Problem-solving Tasks." Croatian Journal of Education, vol. 17, br. 4, 2015, str. 959-982. https://hrcak.srce.hr/151223. Citirano 15.11.2019.
Chicago 17th Edition
Milenković, Dušica, Mirjana Segedinac, Tamara Hrin i Gordana Gajić. "Evaluation of Context-Level Effect on Students’ Performance and Perceived Cognitive Load in Chemistry Problem-solving Tasks." Croatian Journal of Education 17, br. 4 (2015): 959-982. https://hrcak.srce.hr/151223
Harvard
Milenković, D., et al. (2015). 'Evaluation of Context-Level Effect on Students’ Performance and Perceived Cognitive Load in Chemistry Problem-solving Tasks', Croatian Journal of Education, 17(4), str. 959-982. Preuzeto s: https://hrcak.srce.hr/151223 (Datum pristupa: 15.11.2019.)
Vancouver
Milenković D, Segedinac M, Hrin T, Gajić G. Evaluation of Context-Level Effect on Students’ Performance and Perceived Cognitive Load in Chemistry Problem-solving Tasks. Croatian Journal of Education [Internet]. 2015 [pristupljeno 15.11.2019.];17(4):959-982. Dostupno na: https://hrcak.srce.hr/151223
IEEE
D. Milenković, M. Segedinac, T. Hrin i G. Gajić, "Evaluation of Context-Level Effect on Students’ Performance and Perceived Cognitive Load in Chemistry Problem-solving Tasks", Croatian Journal of Education, vol.17, br. 4, str. 959-982, 2015. [Online]. Dostupno na: https://hrcak.srce.hr/151223. [Citirano: 15.11.2019.]
Puni tekst: hrvatski, pdf (313 KB) str. 959-982 preuzimanja: 207* citiraj
APA 6th Edition
Milenković, D., Segedinac, M., Hrin, T. i Gajić, G. (2015). Evaluacija utjecaja razine konteksta na učenička postignuća i samopercipirana kognitivna opterećenja u problemskim zadatcima iz kemije. Croatian Journal of Education, 17 (4), 959-982. Preuzeto s https://hrcak.srce.hr/151223
MLA 8th Edition
Milenković, Dušica, et al. "Evaluacija utjecaja razine konteksta na učenička postignuća i samopercipirana kognitivna opterećenja u problemskim zadatcima iz kemije." Croatian Journal of Education, vol. 17, br. 4, 2015, str. 959-982. https://hrcak.srce.hr/151223. Citirano 15.11.2019.
Chicago 17th Edition
Milenković, Dušica, Mirjana Segedinac, Tamara Hrin i Gordana Gajić. "Evaluacija utjecaja razine konteksta na učenička postignuća i samopercipirana kognitivna opterećenja u problemskim zadatcima iz kemije." Croatian Journal of Education 17, br. 4 (2015): 959-982. https://hrcak.srce.hr/151223
Harvard
Milenković, D., et al. (2015). 'Evaluacija utjecaja razine konteksta na učenička postignuća i samopercipirana kognitivna opterećenja u problemskim zadatcima iz kemije', Croatian Journal of Education, 17(4), str. 959-982. Preuzeto s: https://hrcak.srce.hr/151223 (Datum pristupa: 15.11.2019.)
Vancouver
Milenković D, Segedinac M, Hrin T, Gajić G. Evaluacija utjecaja razine konteksta na učenička postignuća i samopercipirana kognitivna opterećenja u problemskim zadatcima iz kemije. Croatian Journal of Education [Internet]. 2015 [pristupljeno 15.11.2019.];17(4):959-982. Dostupno na: https://hrcak.srce.hr/151223
IEEE
D. Milenković, M. Segedinac, T. Hrin i G. Gajić, "Evaluacija utjecaja razine konteksta na učenička postignuća i samopercipirana kognitivna opterećenja u problemskim zadatcima iz kemije", Croatian Journal of Education, vol.17, br. 4, str. 959-982, 2015. [Online]. Dostupno na: https://hrcak.srce.hr/151223. [Citirano: 15.11.2019.]

Sažetak
This study was conducted with the aim to examine the effect of context on perceived cognitive load and students’ achievements in problem-solving tasks. It included 161 eighth-grade students. The tasks in the test, which was used as a measuring instrument for assessing knowledge, were designed at three levels of complexity: without context, with moderate and with rich context. Each task was followed by a 7-point Likert-type scale, as a measure of perceived cognitive load. The analysis of obtained results showed that the highest average achievement was reached in the group of tasks without context, followed by the group of tasks with moderate context, while the group of context-rich tasks was characterized by the lowest achievement. Furthermore, the results have shown that there is a statistically significant difference between achievement in tasks without context and tasks with moderate context, as well as between achievement in tasks without context and context-rich tasks, while there was no statistically significant difference between achievement in tasks with moderate and context-rich tasks. Similar results were obtained for the perceived cognitive load, thus indicating that context-rich tasks abound in information and therefore impose high cognitive demands on learners. These findings may represent a significant contribution to the still under-researched area of context-based assessment thus paving way for further research in this area, such as investigating the influence of prior knowledge or motivation on solving context-rich tasks.

Ključne riječi
context-rich tasks; perceived cognitive load; tasks with moderate context; tasks without context

Hrčak ID: 151223

URI
https://hrcak.srce.hr/151223

[hrvatski]

Posjeta: 628 *