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The main goal of this study was to examine the extent to which different   teaching instructions focused on the application of laboratory inquire-based   experiments (LIBEs) and interactive computer based simulations (ICBSs)   improved understanding of physical contents in high school students, compared   to traditional teaching approach. Additionally, the study examined how the   applied instructions influenced students’ assessment of invested cognitive   load. A convenience sample of this research included 187 high school   students. A multiple-choice test of knowledge was used as a measuring   instrument for the students’ performance. Each task in the test was followed   by the five-point Likert-type scale for the evaluation of invested cognitive   load. In addition to descriptive statistics, determination of significant   differences in performance and cognitive load as well as the calculation of   instructional efficiency of applied instructional design, computed one-factor   analysis of variance and Tukey’s post-hoc test. The findings indicate that   teaching instructions based on the use of LIBEs and ICBSs equally contribute   to an increase in students’ performance and the reduction of cognitive load   unlike traditional teaching of Physics. The results obtained by the students   from the LIBEs and ICBSs groups for calculated instructional efficiency   suggest that the applied teaching strategies represent effective teaching   instructions. [Projekat Ministarstva nauke Republike Srbije, br. 179010: The   Quality of Education System in Serbia from European Perspective

zbornik instituta za pedagoška istraživanja/zbornik - institut za pedagoška istraživanja

The effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching