Being cognizant of cognitive load: Being cognizant of cognitive load: less is more approach in the less is more approach in the

physiology labphysiology lab

• Does the reduction of cognitive load influence student learning & attitude in lab?

ContextContext• Principles of Animal Physiology• Biology majors• Prereq’s: organic chemistry; biostat’s

recommended• 75-80 students• Quarter system (10 weeks)• Labs mandatory course component

InterestInterest• Too many tasks cognitive overload

no learning• Range in faculty viewpoints about

labs– Traditionalist: match content density of

lab to that of lecture– Modernist: get rid of labs

# tasks time for more info synthesis via active learning meaningful learning & info retention “value” of lab

DesignDesign• Strategy:

– Task reduction based on ranking (my peers & I)– 3 lab sections (Fall 2009)

•8 tasks + peer discussion (limited, unfacilitated)

•4 tasks + peer discussion (facilitated)•4 tasks + ?

• Tools:– Pre-post exam w/ Bloomified Q’s– Final exam for retention assessment– Pre-post attitude surveys & comments– Standardized course/instructor evaluations

PredictionsPredictions• Students w/ CL reduction

– Significant gains in higher-level understanding, retention, & attitudes in content exposed to

– Little to moderate gains in learning of content not exposed to

• Reduced content coverage in lab does not negatively impact student understanding of key concepts covered in lecture– Another question perhaps?

IRB protocol submittedPeer-review of assessments

Lecture 1: consent, pretest, on-line surveyLab 1: consent, pretest, on-line surveyExam 1Exam 2Student evaluations (week 10)Exam 3 (final) w/ post-test, on-line survey

Data analysesPresentation/manuscript prep

ASM Conference

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