Before coming to Clemson University and joining Dr. Melanie
Cooper’s research group in the fall of 2006, I received
a B.A. in Science Education from The University of Mississippi
(2006). I am currently licensed to teach Chemistry, Physics,
and any general science class at the high school level in
Mississippi. While many people in the field of Chemistry
Education started out in the so called traditional areas
of Chemistry before realizing they had a passion for improving
the quality of education, I began in education and have
now moved into a Chemistry department to involve myself
in the field of Chemistry Education research and to increase
my overall knowledge of the science. Upon graduation from
Clemson University I plan to go back to the high school
setting to pursue my career in Science Education.
Research
Currently, I have begun work on a project that will use the
Cognitive Load Theory to investigate Chemistry assessments
and problem solving strategies. Cognitive Load Theory (CLT)
deals with our inability to store and process large amounts
of information in our working memory. Under CLT there are
three types of cognitive load that can be experienced by the
learner. Intrinsic Cognitive load involves the number of elements
and interactivity of the elements in a problem. Extraneous
cognitive load involves the load associated with the presentation
of material or the learning activities, and it is not necessary
in the learning process. The third type, germane cognitive
load, is also influenced by the instructional design, but
it is considered to enhance learning. (1)
If you are interested in a more complete overview of the
Cognitive Load Theory, Educational Psychologist, and Applied
Cognitive Psychology have devoted special issues to Cognitive
load theory. (2,3)
From a Chemistry perspective we would like to be able to
identify the complexities involved in general chemistry problems,
and to study the students’ strategies in solving these
problems. While the first step will be to identify the items
that increase the associated cognitive load, this step can
lead us in two directions. We can develop ways to reduce the
load associated with a problem, or we can create interventions
that increase the students’ ability to solve these problems.
- Sweller, J; van Merrienboer, J.J.G; Pass, F. Educational
Psychology Review. 1998, 10(3), 251-
296.
- Educational Psychologist. 2003, 38(1)
1-61.
- Applied Cognitive Psychology. 2006,
20(3), 281-419.
I am also acting in a field testing/advising role to OrganicPad,
a freehand Tablet PC program for the chemistry classroom.
Relevant presentations and articles
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