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Direct linkMeissner, Barbara; Bogner, Franz X. – Studies in Educational Evaluation, 2012
To improve science learning under demanding conditions, we designed an out-of-school lesson in compliance with cognitive load theory (CLT). We extracted student clusters based on individual effectiveness, and compared instructional efficiency, mental effort, and persistence of learning. The present study analyses students' engagement. 50.0% of our…
Descriptors: Science Instruction, Cognitive Processes, Difficulty Level, Efficiency
