Resumo

SALICA, Marcelo Augusto. Cognitive load and Learning with ICT: an empirical study on Chemistry and Physics students from high school. Rev. iberoam. tecnol. educ. educ. tecnol. [online]. 2019, n.24, pp.67-78. ISSN 1851-0086.

At present, it is scarce to find studies that allow knowing the effects of ICT in the learning of natural sciences, mainly based on quantitative or mixed methodologies. The general trend of reports and research on the subject, highlight the positive impact of ICT, however, these inquiries do not provide information on the cognitive effects of ICT in learning and its didactic derivations. Based on the Cognitive Load Theory, this research explores the effects of ICT by contrasting two different types of didactic models through the use of Teaching and Learning Sequences (SEA). The research uses an indirect quantitative indicator to measure CC in 50 high school students studying physics and chemistry. Each SEA imposes a particular task on the cognitive system of the disciplinary group. For the analysis, the following variables were cross cheked: attitudes, gender, discipline and perception channels. The results obtained show that the Chemistry group does not present differences before and after the didactic intervention. The Physics group shows improvements in collaborative learning. From these incipient findings, some socio-cognitive-didactic implications for the teaching of science and for educational research are presented.

Palavras-chave : Cognitive load; Educative technology; Learning; Physics and chemistry; Gender; Attitude.

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