Using an evidence-based cognitive learning model to inform science teaching through visualisation.

1. Research into Practice:
Evidence-informed, best practice visualisation
for a deeper understanding of science
Roy Tasker
Use your browser to go to
rwpoll.keepad.com
!
Enter the session ID “esschem”
Set Up

2. How to use your audience response unit
Simply choose your response from
the keypad buttons.
The light will go GREEN to confirm
your response has been received.
You can change your answer by
simply keying in your new choice.
The system will only count your last vote.
3
Research should inform practice
How can we motivate students to engage with
cognitively-demanding, complex visualisations?
Why do we all lose attention so quickly in passive viewing?
Why are scaffolding and chunking so important?
How can we facilitate deep learning rather than just surface
learning?

3. Question complexity and performance
• What makes an exam question difficult?
• More thinking steps, more difficult.
• More difficult, fewer students get the question correct.
5
Question complexity and performance
6
Fraction of
students
who answer
the question
correctly
Number of
thinking steps in
the question
Few steps,
good student
performance
Lots of steps,
poor student
performance

4. Question complexity and performance
7
1 2 3 4
5 none of the above, no regular pattern
8
The Three Thinking Levels in Science

6. Want to see the whole movie?
See Drew Berry on TED.com
or
my presentation on YouTube
in the Bridging to Higher Education series -
Bringing Chemistry to Life
Molecular level thinking
11
1. only water molecules
2. air (N2 and O2 molecules) and water molecules
3. hydrogen (H2) and oxygen (O2) molecules
4. I don’t know (and I don’t care)!
Boiling water
What is inside a bubble in boiling water?
12
What is in a bubble of boiling water?

7. 61% incorrect before watching animation
What is in a bubble of boiling water?
What is inside a bubble in boiling water?
13
25% incorrect after
Boiling water
Outline
What does cognitive science tell us
about learning from audiovisual information?
What are the ‘best-practice’, instructional design
principles that stem from this research?
Compelling evidence for this model from chemical
education research
Why is the strategic use of clickers effective based on
these principles?
14

8. Cognitive Science Research
There is a wealth of convincing
evidence from research in psychology,
cognitive science, and education to
support a model for how we
attend to,
process,
store,
retrieve,
and transfer new concepts.
“…the water molecules
bonded to the
copper(II) ion ….”
Multimedia
presentation
Sensory
memory
Perceiving
text
images
picture
images
sounds
“…the water molecules
bonded to the
copper(II) ion ….”
16

9. Where this all happens in the brain
17
Long-term
memory
prior
learning
Working
memory
Processing
Sensory
memory
Perceiving
Multimedia
presentation
FEEDBACK LOOP
Perception
filter
Selecting Encoding
LINKING
text
images
picture
images
sounds
sounds
words
verbal
model
images
visual
model
pictures
words
INTEGRATION
Processing
“…the water molecules
bonded to the
copper(II) ion ….”
new
ideas
18
Limited memory capacity
holdingprocessing +
7 ± 2 bits
of information

10. Outline
What does cognitive science tell us
about learning from audiovisual information?
What are the ‘best-practice’, instructional design
principles that stem from this research?
Compelling evidence for this model from chemical
education research
Why is the strategic use of clickers effective based on
these principles?
19
Instructional design considerations
activate the attention networks by
drawing on prior knowledge
doing something unusual, creative,
emotional, and if possible, that
generates cognitive conflict
20
Perception
filter
selecting

11. If both the topping and the crust are at the same
temperature, 220 C, why is it only the topping that burns?
21
Why should you eat pizza up-side-down?
!
Instructional design considerations
activate the attention networks by
drawing on prior knowledge
doing something unusual, creative,
emotional, and if possible, that
generates cognitive conflict
26
Perception
filter
selecting
explaining new terms, visual symbols
and assumptions/approximations
scaffolding the ideas to come with
an ‘advance organiser’

12. 27
Reactions of Functional Groups
aldehyde
ketone
imine
hemiacetal
alcohol
alkyl
halide
acid
anhydride
alkane
ester amide
carboxylic
acid
acid
chloride
aminealkene
alkyne
alkyl
dihalide
28
Living chemistry is complicated
OXALOAC E TATE
PYR UVATE
CH3COSCoA
ACE TYL-CoA
HOH
CO2
NAD
CO2
NADH+H+
CH2COO-
C(OH)COO-
CH2COO-
-OOCCOCH2COO-
GTP
GDPATP
CH3COCOO-
PYR UVATE
NAD+
NADH+H+
NAD+
1.1.1.39
1.2.4.1
2.3.1.12
3.1.3.43
4.1.1.32
4.1.3.7
6.4.1.1
4.1.3.8
2.6.1.1
2.3.1.16
H+
3.6.1.34
NADP+
Glyceraldehyde
Ribulose-1,5-bis-P
2β
88
H+
32
ε
a
32
α1
α
ε
α
β2
1
3
α
α
β
3
α
β
H+
H+
H+
H+
H+
H+
H+
H+
H+
Pi
n-cyclic electron flo
w
H+
γ
ATP synthase
CO2
Fixation
H+
ADPPi
H+
NADPH+H+
ATP
(electric current)
ATP
ADP
ATP
CO CH CH(NH )COO2 3
+
FOLIC
ACID
C1
POOL
ATP
ATP
4.1.1.4 1.1.1.30
CH COCH3 3
CH COCH COO3 2
CH CH(OH)CH COO3 2
3-OH-B utyrateAcetone
Acetoacetate
K E TONE B ODIE S
D DE R MATAN B LOOD GR OUP
S UB S TANCE S
UDP-
Iduronate
N-Ac-
s amine
UDP-
Galacturonate
GDP-Fucos e
TDP-R hamnos e
ADP-
Glucos e
UDP-Glucos e
TDP-4-Oxo-
6-deoxyglucos e
MANNOS E
DR OITIN PE CTIN
ALGINATE S
INULIN CE LLULOS E
O-ANTIGE NS S TAR CH GLYCOGE N
LACTOS E
GALACTOS E
O
OH
HO
OH
OH
CH3 O
OPPT
O
OH
OH
OH
OH OH
OH
OH
NHCOCH
OH HO
O
OPPG
CH OH2
HO
P
UDP-Glucuronate
GDP-Mannos e
N-Ac-Glucos amine-6-P
S orbitol
Fructos e-1-P
E rythros e-4-P
lulos e
D-R ibos e
R ibitol
los e-5-P
os e-5-P
ylos e
los e
AS COR B ATE
N-Ac-Glucos amine-1-P
Inos itol-Pnos itol
Fructos e
6-P-Gluconate
D-R ibulos e-5-P
D-Xylulos e-5-P
Mannos e-1-P
GDP-Glucos e
TDP-Glucos e
UDP-Galactos e
Galactos e-P
Glucos e-1-P
Glucos e-6-P
Fructos e-6-P
Fructos e-
1:6-bis -P
H
OH H
C C
OH
CO
P-R ibos yl
amine
Glycerate
2, 3-Diphos pho-
glycerate
3-P-Glyceraldehyde
1:3-bis -P-Glycerate
3-P-Glycerate
2-P-Glycerate
P-enolpyruvate
Inositol
CH OH2
CH OH2
HOCH
CH OH2
CH O2
HOCH
P
Glycerol
CH CH OH3 2
E THANOL
Dihydroxy-
acetone-P
(Glycerone-P)
Glucos amine-6-P
Phos pho-
s erine
Chain elongation Mitochondrial
S erine
Indole-3-glycerol-P
3-Deoxy-D-arabino-
heptulos onate-7-P
Indoleacetate
(Auxin)
Indoxyl
Formylkynurenine K ynurenine 3-Hydroxy
kynurenine
3-Hydrox
anthranila
NH
OH
Tryptamine 1-(o-Carboxy phenylamino)
1-deoxyribulos e-5-P
NH
Indole-
acetaldehyde
NH
CH CHO2
Indolepyruvate
N
H
C-CH(OH)CH(OH)CH O2 P
CH
CH CH NH2 2 2
NH
1.2.3.7
4.1.1.43
3.5.1.9 3.7.1.3
4.2.1.20
1.14.13.9
4.6.1.3
Dehydro-
quinate
4.2.1.10 1.1.1.25 2.5.1.19
S hikimate-3-P S hik
enolpy
PE P
2.7.1.71
1.4.1.19
Homogentis ate
GLYCINE
S arcos ine
Hydroxy-
pyruvate
P-Hydroxy-
pyruvate
S E R INE
P-R ibos yl-ATP P-R ibos ylformimi
5-aminoimidazol
carboxamide-R
Formimino
glutamate
Cys tathionine
Phos phoadenyly
s ulphate
(PAPS )
CH (NH )COOH2 3
+
His tidHis tidinal
1.1.1.23
3.6.1.31
2.4.2.17
ALANINE
3-S ulphinyl
pyruvate
Oxobutyrate
2-Aceto-2-
hydroxy-
butyrate
O-Phos pho-
homos erine
HO S CH CH NH2 2 2 2
Hypotaurine
HO S CH CH3 2
Taurin
Glutam
Cys teate
4.2.99.2
1.1.1.86
4.2.1.9
1.1.1.86 4.2.1.9
4.1.3.18
2-Acetolactate 2-3-Dihydroxy
is ovalerate
2-O
is oval
3-Hydroxy-
is obutyrate
3-Hydroxy-
Is obutyryl-CoA
Methyl
acrylyl-Co
2:3-Di-OH-
3-methylvalerate
2-Oxo-3-methy
valerate
Cys teine
s ulphinate
4.2.99.9
CH CH COCOO3 2
+
CH CH(NH )COO3 3
CH CH(OH)COO3
HO S CH COCOO2 2
OCH COCOO2P
OCH CH(NH )COO2 3P
HOCH COCOO2
HOCH CH(NH )COO2 3
+
+
OH
CH COCOO2
COO
OH
OH
O
COO
OH
OH
HO P
COO
OH
OH
O P O
N
H
HOC-CH(OH)CH(OH)CH 2OP
CH
COO
NH2
COO
OH
OOCCH NHCH2 3
CH CH(OH)CH COS -ACP3 2
oA OH-S tearoyl-CoA Oxos tearoyl-CoA
P
P
3-OH-Acyl-ACP 3-Oxoacyl-ACP
3-Oxo-Decanoyl-ACP
3-Oxo-Hexanoyl-ACP3-OH-Hexanoyl-ACPP
3-OH-B utanoyl-ACP Acetoacetyl-ACP
3-OH-Decanoyl-ACP
Arachidonate Leukotriene B 4
CO-S -ACP
Thromboxane B 2
HOOCCH CO-S -ACP2
Malonyl-ACP
HOOCCH CO-S CoA2
Malonyl-Co-A
CH CO-S -ACP3
Acetyl-ACP
CH O-CO-R2
CH OH2
O-OCH
ACID
CH O-CO-R2
CH O2
R ’-CO-OCH
P
NADP +
Dehydroas corbate
OH
H O
HOCH2 C C C C CO
OHH OH
OH
H O
HOCH2 C C CO CO CO
H
NAD+
Pi
ADPADP
Des amino-NAD
5-Hydroxy-
tryptophan
5-Hydroxytryptamine
(S E R OTONIN)
NH
CH CH2HO
+
NAD( P)
N-Acetyl-s erot
Dopamine Dopa
Dopaquinone
ME LANIN
OH
OH
CHOHCH NHCH2 3
OH
OH
CHOHCH NH2 2
4-OH-3-Methoxy-
phenylglycol
CHOHCH NH2 2
OH
OCH3OCH3
CHOHCH OH2
OH
OCH3
4-OH-3-Methoxy-
D-mandelate
Cyclic AMP
ATP
NH
NH
O
O
O
O
OH
OCH3
CH(OH)COO
H2
NH3
+
CH-COO
CO
O
NH
CH COO2
O
OH
CH O2 P
NHCOCH NH2 2
OH
Formyl
glycinamide-R P
Urea
Formyl
glycinamidine-R P
Allantoate Allantoin UR ATE
ADP
Xanthine Hypo
Aden
5-Amino
imidazole-R P
5-Amino-4-imidazole
carboxylate-R P
5-A
(N-s ucc
H NCONH2 2
HN
H C2 CHO
NH
R P
NH
C
C
C
O
C
CO
OC
NH
NH
H
N
HN
H
C
C
O
C
CH
OC
NH
N
N
HN
Carbamoyl
ß-alanine
Dihydro-
uracil Uracil
d-ADP
d-ATP
GTP
TTP
TDP
ß-Ureido
is obutyrate
Dihydro
thymine
Thymine
Carbamoyl
as partate
Dihydro
orotate
Orotate Orotidine-P
3-Amino-
is obutyrate
CH
C
O
CHOC
N H
HN
CH-CH3
C
O
OC
NH
HN
CH2
CH2
CH2
C
O
OC
NH
HN
C
O
CHOC
N H
HN C CH3
Methylmalonyl
s emialdehyde
OHCCHCOO
CH3
CH2
C
O
CH-COOOC
NH
HN CH
C
O
C-COOOC
N H
HN
H NCONHCH CH COO2 2 2
CHO
NH
R P
NH
OC
H C2
5.1.3.13
2.7.1.38
3.2.1.23
5.1.3.1
2.7.1.4
5.4.2.3
3.1.1.17
1.1.1.49
1.1.1.21
2.7.7.23
3.1.3.25
2.7.1.15
2.7.1.17
5.1.3.4
5.1.3.1
2.2.1.2
4.1.2.13
2.7.1.11
2.7.1.47
2.2.1.1
1.2.1.12
1.1.1.29
1.1.1.95
2.3.1.41
2.3.1.41
2.3.1.41
1.1.1.100
5.3.99.5
4.2.1.60
5.3.99.3
1.14.99.1
1.13.11.34
4.2.1.61
4.2.1.60
4.2.1.60
4.2.1.59
4.2.1.58
1.1.1.100
5.3.1.1
Glycolate
2.7.1.30 3.7.1.2
4.1.3.5
1.2.4.1
2.3.1.12
1.8.1.4
2.6.1.2
1.4.1.1
4.1.1.1
4.1.1.28 2.3.1.5
6.3.5.1
6.3.1.5
1.13.11.5
2.1.1.28
2.1.2.2 6.3.3.1
3.5.2.5
1.4.1.10
1.7.3.3 1.1.1.204 1.1.3.22
1.1.3.22
4.1.1.28
4.1.1.21
1.5.99.2
2.1.1.5
2.6.1.22
3.5.2.3
2.6.1.51
1.4.1.7
3.1.3.3
2.6.1.52
2.1.3.2
ACE TATE
1.3.1.14 2.4.2.10
2.7.7.7
2.7.7.7
2.7.7.7
2.7.7.7
4.4.1.1
1.6.4.1
1.13.11.20
4.4.1.8
4.2.1.22
1.1.1.27
4.1.1.29
6.3.2.2
1.8.1.3
LACTATE
Acetaldehyde
1.1.1.31
4.6.1.1
+
HO S CH CH(NH )COO2 2 3
3.5.2.7
NHHN
CH
OOC CHCH CH COO2 2
CDP-diacyl
glycerol
CHOLINE
Glyoxylate
HIS TAMINE
2.3.1.46
Homos erine
Maleyl
acetoacetate
Fumaryl
acetoacetate
5.2.1.2
CH COO2
OH
OH
OH
OH
CH CH NH2 2 2
Hydroxyphenyl
pyruvate
α-Tocopherol
(Vitamin E )
d-GTP
OH
OH OH
O
HO
OH
P
OPPT
CH3
HO
OHOH
O
NADPH
2.2.1.1
2.7.1.3
1.10.3.3
1.10.2.1
ATP
CH CH NH2 2 2
NH
HO
12.6.1.51.13.11.27
Indole
4.1.99.1
1.13.11.11
6.3.5.3 6.3.2.6
DNA
C
C
O
CHC
N
HN C
C
O
CHC
N
HN
3.5.3.4
2.7.7.62.7.7.6
2.7.7.6
2.7.7.6
2.7.4.6
2.7.4.3
2.7.4.4
2.4.2.15
1.17.4.1
2.7.4.6
2.4.2.4
1.3.1.2
3.5.2.23.5.1.6
3.5.1.6 3.5.2.2
3-Oxopentanoyl-CoA
3-Oxoacyl-CoA3-OH-Acyl-CoA
3-OH-Hexanoyl-CoA
Acetoacetyl-CoA3-OH-B utanoyl-CoA
3-OH-Pentanoyl-CoA
1.1.1.35
1.1.1.35
1.1.1.157
1.1.1.35
S uccinylhomos erine
CH COCHCOS CoA3
CH3
CH CH=CHCOS CoA3
CH3
CH CH(OH)CHCOS CoA3
CH3
C(OH)CH(OH)COO
CH CH3 2
CH3
CH = CCOS C2
CH3
HOCH CHCOS -CoA-2
CH3
C (OH)CH(OH)COO
CH3
CH3
3-P-Glycerol
4.2.1.173.1.2.4
4.4.1.15
Acetyls erine 1.8.99.1
2.7.1.39
4.4.1.15
4.1.1.29
4.2.99.8
2.3.1.30
P-R ibos yl-PP
1.1.1.1
1.2.1.4
2.7.1.40
4.1.3.18
4.1.3.18
2.1.1.13
1.3.1.2
1.8.99.2
+
CH CO-OCH CH(NH )COO2 2 3
1.1.1.3
4.1.2.5 4.2.1.20
2.1.2.1
2.1.1.20
Glyoxylate
2.1.1.6
1.4.3.4
1.14.18.1
1.14.16.2
2.7.7.41
2.6.1.4
1.1.1.100
1.1.1.8
2.3.1.51
2.3.1.15
2.7.8.5
1.14.16.4
1.3.1.13
2.7.4.6
4.1.1.11
2.6.1.18
4.3.1.3
3HS O-
2.3.1.41
NADPH
1.1.1.22
2.3.1.4
5.5.1.4
3.2.1.26 3.2.1.48
2.6.1.16
1.1.1.14
2.7.7.34
4.2.1.47
2.4.1.68
2.4.1.69
2.4.1.9
5.3.1.8
2.4.1.11
O
OPPU
CH OH2
CH OH2
HO OH
OH
HO
2.4.1.21
4.2.1.52
1.2.1.18
4.2.1.18
H
O
OCH2 C C
H
OH
H
OH
C
H
C C
C
NH2
C
CH
HC
N
R P(PP)
N
N
N
+
P
NH2H
O
OCH2 C C
H
OH
H
OH
C
H
C C
OC
C
C
HC
N
N
N
NHP
+
OOCCH N(CH )2 3 3
B etaine
B etaine
aldehyde
5.1.3.6
2.4.1.33
2.7.7.13
5.4.2.8
5.3.1.8
O
OH
CH OH2
HO
O PHO
2.7.1.28
2.7.1.31
6.3.4.13
5.3.1.1
2.2.1.1
4.1.1.9
3.1.2.11
ß-OH-ß-Methyl-
glutaryl-CoA
5.3.1.6
2.7.7.27
2.7.7.9
2.3.1.9
2.6.1.4 2.6.1.44
CH C(OH)CH COS CoA3 2
CH COO2
1.2.3.5
2.3.1.16
4.1.3.5
2.3.1.16
4.1.3.4
4.2.1.16
Carnos ine
CH CH NH2 2 2C
NHN
C
HC
H
4.1.1.22
Ubi
Plas toquinone
D-R ibos e-5-P
NH
CH CH(NH )COO2 3HO
+
O
OH
OH
HO
OPPU
COO-
O
OH
OH
HO OPPU
COO -
O
OHOH HOHO
CH O2 P
O
OOH HOHO P
CH OH2
O
OHOH HOHO
CH OH2
O
OHHO OH
3
CH O2 P
O
OHHO O
NHCOCH3
P
CH OH2
O
OHHO OH
NH2
CH O2 P
O
OH
HO
OH
OPPU
CH OH2
O
O
HO
OH
OH
HO
P
CH OH2
CH OH2
O
O
HO
OH
OH
O
OHOH
OH
CH OH2
O
OHHO
OH
OH
CH2CH OP2
H
OH OHOH
C C C CHO
HH
HOCH2
OHH
C C CHO
HOH
H
OH HOH
C C C C
OHH H
OH
COO-P OCH2
OH
C CO
H
CH OH2
H
C CO
OH
CH OH2
CH OH2P OCH2
H
OH OH
C C CO
H
CH OH2P OCH2
H
H
C CO
OH
CH OH2
CO CH OH2
H
OH HOH
C C C C
OHH H
OH
CH OH2HOCH2
H
OH OH
C C CHO
H
POCH2
H
OH HOH
C C C CO
OHH
HOCH2
CH O2 P
H
OH OHOH
C C C
HH
HOCH2 CH OH2
H
OH OH
C C C
H
CO
H
HO
P OCH2
CH OH2
P
H
OH OH
C C C
H
CO
H
HO
CH O2 POCH2
H
OH OH
C C
H
C CHO
OH
H
POCH2POCH2
O
OH
NH2
OH
CH O2 P
CHOHCHOPOCH2
HOCH2COCH2OP
O
OH
O OP P
OH
CH O2 P
CHOHCOO PPOCH2
CHOHP OCH2 COO
OH
OHO
OH
COO
CH (CH ) CH(OH)CH COS -CoA3 2 14 2CH (CH ) CH(OH)CH COS3 2 14 2
CH (CH ) COCH COS -CoA3 2 14 2
CH (CH ) COCH COS -CoA3 2 14 2
P
CH (CH )3 2 6COCH COS ACP2CH (CH )3 2 6CH(OH)CH COS ACP2
=CHCO.S -ACP
CH (CH )3 2 2 2COCH COS ACP
CH3COCH COS ACP2
CH (CH )3 2 n 2COCH COS ACPCH (CH )3 2 n 2CH(OH)CH COS ACP
CH (CH )3 2 2 2CH(OH)CH COS ACP
CH (CH CH(OH)CH COS CoA3 2n CH (CH ) COCH COS CoA3 2 2n
CH COCH COS CoA3 2
CH (CH ) CH(OH)CH COS CoA3 2 2 2
CH CH(OH)CH COS CoA3 2
CH CH CH(OH)CH COS CoA3 2 2
CH (CH ) COCH COS CoA3 2 2 2
CH CH COCH COS CoA3 2 2
OH
OH
CH CH2 COO-(NH )3
+
CO
NH2
CH CH(NH )COO2 3
+
NH
OC
CO
NH
OC
N
H
C
H
H N2
HC
CH
N
N
C
R P
H N2
C
C
C
CH
R P(P)
HC
N
N
N
N
NH2
C
NHN
C
HC
H
+
+
S CH CH CH(NH )COO2 2 3
CH CH(NH )COO2 3
R P
C
O
C-COOOC
N
HN CH
OHCCH N(CH )2 3 3
+
O
OH
CH3
HO HO OPPG
2.7.7.24
2.4.1.22
2.7.7.12
5.1.3.2
S edoheptulos e-PP
OHCCOO
HOCH COO2
HOCH CHCOO2
CH3
CHCO
CH3
CH3CH COC(OH)CH3 3
COO
+
P OCH CH CH(NH )COO2 2 3
+
HOCH CH CH(NH )COO2 2 3
+
CH CH CH(NH )COO2 2 3OOCCH CH2COO2
CH COC(OH)CH CH3 2 3
COO CHCOCOO
CH CH3 2
CH3
+
HO S CH CH(NH )COO3 2 3
+
+
S -CH CH(NH )COO2 3
S -CH CH(NH )COO2 3
+
HS CH CH(NH )COO2 3
1.1.1.23
H
C
NHN
C
HC CH CHCOO2
NHCOCH CH NH2 2 2
+
H
C
NHN
C
HC CH CH(NH )COO2 3
CH COO3
N
H
OOC
CH-COOOC
NH2 CH2
H NCH CH COO2 2 2
H NCH2 2
CH3
CHCOO H NCONHCH CHCOO2 2
CH3
O
O
O P~ ~P O
O
O O
P O
O
CH2
N
N
N
N
O
OHOH
NH2
HC
CH
N
N
N
N
O
O
P O O
O
CH2
OH
NH2
HC
CH
COO
CO
NH
OC
N
H
C
H
H N2
NH2
OOC
C
CH
N
R P
N
C
H N2
P O
O
O
COO
O
CH COO2
O
CH COO2-OOC
OCH2 CH2
OHH
C
P
HOCH HCOH
OC
COO
COOHO
OH
OHO
NH
CH COCOO2
NH
CHO
CO
NH2
OH
CH CH(NH )COO2 3
+
O
OH
OH
HO OPPU
COO
CH3
PU
O
OOCCH N(CH )2 3 2
Dimethylglycine
1.1.99.1
1.2.1.8
COO
HO HO
COO
O
HO OH
COO
CH(O )PP OCH2 COO
CH(OH)HOCH2 COOCOO
CH(O )PHOCH2 COO
CH =C(O )2 P COO
CONH2
R ibose -O - P - O - P - O- Adenosine(P)
+
N
O
O
O
O
+
COO
N
R ibose - O - P - O - P - O -A
O
O
O
O
E pinephrine
(Adrenaline)
Norepinephrine
(Noradrenaline)
Normetepinephrine
(Normetadrenaline)
HOCH CH N (CH )2 2 3 3
+
Pros taglandin PGE2
OR '-CO-OCH
CH O-CO-R2
CH O POCMP2
O
CH CH(NH )COO2 3
+
+
C
NHN
C
HC
H
CH CH(NH )CHO2 3
HS
Pi
ADP
NADP +
GDP-
Mannuronate
Mannos e-6-P
Dehydro-
s hikimate
S hikimate
R NA
d-CTP
ß-Alanine
P-R ibos yl-AMP
HS HS O-
1.17
cyl
erol
1.4.4.2
CH CHO3
3.5.4.19
4.1.1.12
4.1.2.5
COO-
2OHCCH
5.1.3.12
1.1.1.132
4.2.1.46
2.7.1.7
2.4.1.29
2.4.1.21
2.4.1.13
2.4.1.1
etc.
5.4.2.2
2.7.1.6
2.7.7.10
3.1.3.9
ADP
P-Glucono
lactone
1.1.1.44
O
O
OHHO
OH
CH O2 P
TYR OS INE
TR YPTOPHAN
HIS TIDINE
CYS TINE CYS TE INE
2.7.6.1
2.4.2.14
6.3.4.7
5.3.1.9
3.1.3.11
1.2.1.13
2.7.2.3
H
OH OH
C C C
H
CO
OH
C
H
H
OH
P OCH2
CH O2 P
5.4.2.1
ADP
4.2.1.11
E ndoplas mic R eticulum
1.1.1.100
Phos phatidate
2.3.1.39
.1.17
1.17
1.55
1.1.1.79
1.14.17.1
1.14.18.1
Glycinamide-
ribos yl-P
4.2.1.22
3-Oxohexanoyl-CoA
THR E ONINE2.3.1.38
ATP
NADH
S UCR OS E
ADE NOS INE -P
(AMP)
R NA
CH CH2 COO(NH )3
+
4.1.2.-
GLUCOS E
OH
O-
-
3.1.3.4 2.7.1.107
H
OH HOH
C C C CO
OHH
HOCH2
CH OH2
OO
+
CH CH(OH)CH(NH )COO3 3
O
OHHO
OH
OH
CH OH2CH OH2
NH
4.1.1.28
Malonic
s emi-
aldehyde
2.7.1.1
ATP
2.7.1.2

13. reduce cognitive load by
segmenting information flow into
short sequences, with student
control over direction and pace
minimising audiovisual clutter
using visual + verbal information
(rather than just text);
visual and verbal/text should be
synchronous, close, not captioned
chunking information
29
Working
memory
sounds
words
verbal
model
images
visual
model
pictures
words
INTEGRATION
processing
Instructional design considerations
chunking information
30
Working
memory
sounds
words
verbal
model
images
visual
model
pictures
words
INTEGRATION
processing
How can you learn more effectively?
I
B
M F
B I
T
V
U
S
A
11 bits of information
= Working memory overload!!!

14. chunking information
33
Working
memory
sounds
words
verbal
model
images
visual
model
pictures
words
INTEGRATION
processing
How can you learn more effectively?
I B M
F B I
T V
U S A
Only 4 bits of information
within the 7 ± 2 bits
working memory capacity

15. A pipette is used to withdraw
25.00 mL from a beaker containing
250.0 mL 0.300 mol L–1 HCl. What
is the concentration of HCl solution
in the pipette?
X
Chunking in science problems
1. 7.50 mL HCl
2. 0.0300 mol L–1 HCl
3. 0.300 mol L–1 HCl
4. I don’t know (and I don’t care)!
Instructional design considerations
facilitate linking of new ideas to
existing ideas by
practicing with engaging, unusual
activities, novel thinking exercises
and authentic problems
peer discussion and debate
transferring ideas to new situations
34
Long-term
memory
prior
learning
LINKING
new
ideas
encoding

16. 35
Using Relational (or Venn) Diagrams
What is the relationship between
living two-legged creatures
living creatures that can fly
A
living,
two-legged
creatures
B
living,
creatures that
can fly
2. 1
3. 1
1. 1A B
A
A
B
B
36
Using Relational (or Venn) Diagrams
Populate the relational diagram with
mosquitoes
parrots
humans
spiders
A
living,
two-legged
creatures
B
living,
creatures that
can
outside the two
sets A and B

17. Outline
What does cognitive science tell us
about learning from audiovisual information?
What are the ‘best-practice’, instructional design
principles that stem from this research?
Compelling evidence for this model from chemical
education research
Why is the strategic use of clickers effective based on
these principles?
37
A typical problem in chemistry
Take the following chemistry problem as an example:
“What volume of 1.0M hydrochloric acid solution will
react exactly with 10.0g chalk?”
!
How many thought steps are there?
38Johnstone, AH & El-Banna, H. 1986 Education in Chemistry May pp 80 - 84

18. A typical problem in chemistry
“What volume of 1.0M hydrochloric acid solution will
react exactly with 10.0g chalk?”
recall chalk is calcium carbonate
recall formula CaCO3
calculate molar mass to be 100 g mol–1
deduce 10 g is 1/10 mol
recall reaction products and formulas
balance equation
deduce mole relationship
deduce 1/5 mole HCl required
deduce 200 mL 1.0 mol L–1 HCl solution required
39Johnstone, AH & El-Banna, H. 1986 Education in Chemistry May pp 80 - 84
Question complexity and
How do you think the fraction of students who get the question
correct depends on the complexity of the question?
40Johnstone, AH & El-Banna, H. 1986 Education in Chemistry May pp 80 - 84
Fraction of
students
who answer
the question
correctly
Number of
thinking steps in
the question

19. Question complexity and
41Johnstone, AH & El-Banna, H. 1986 Education in Chemistry May pp 80 - 84
1 2 3 4
5 none of the above, no consistent relationship
Do you think the fraction of students who get a question correct
depends on the complexity of the question?
Question complexity and
Why is there a ‘catastrophic’ decrease in performance
at around 5 – 7 steps?
42Johnstone, AH & El-Banna, H. 1986 Education in Chemistry May pp 80 - 84

20. Measuring Learning Gain
43
simple demonstration of a learning gain
subsequent data mining can reveal correlations
no
relationship
Implications of cognitive model for
visualisation learning designs
activate attention networks with an engaging
experience
eg. context, discrepant event, demonstration
require expression of prior learning
provide chunking and scaffolding; reduce
audiovisual “noise”; give student control over
animation; provide narration with graphics, not
text
integrate with prior knowledge in creative ways;
and transfer to new situations 44

21. Outline
What does cognitive science tell us
about learning from audiovisual information?
What are the ‘best-practice’, instructional design
principles that stem from this research?
Compelling evidence for this model from chemical
education research
Why is the strategic use of clickers effective based
on these principles?
45
!
no embarrassment to answer
question
makes peer discussion
worthwhile
track engagement, correlate with
variables
Audience response technology useful?

22. Any questions?
49
Email me at r.tasker@uws.edu.au
for a list of references for this
presentation
go to vischem.com.au to see an
example of a best-practice learning
design