Speaker
Cathy Baars
Description
This practitioner inquiry study evaluates two support models, Model Order Progression (MOP) and Concept Maps (CM), for inquiry-based learning of the photoelectric effect. The support models were evaluated on their impact on cognitive load, knowledge, retention, and scientific literacy. Results did not show a significant difference between the two models; however, the effect size showed a modest difference: MOP resulted in a smaller cognitive load, and CM showed better knowledge retention. In a follow-up study, the findings were used in combination with modeling instruction. This integrated approach offered a more effective way to support students in inquiry-based learning.
| How would you like to present your contribution? | Live in Kraków (time slot to be allotted based on the programme) |
|---|---|
| Target education level | Secondary |
| Category | Formal Education |
Primary author
Cathy Baars
