Collaborative Research: Modeling for the Enhancement of Learning Chemistry (ModEL-C): Measuring cognitive load & impact of modeling activities across the chemistry curriculum

模型C项目将通过使用化学和生物化学模型来考察认知负荷如何影响学生的概念学习。化学和生物化学学科对抽象概念的学生提出了特别的挑战，这可能会导致猖獗和抵触的误解，影响学习和学生的保留。基于这项研究收集的数据，项目组将在化学和生物化学课程中实施三维(3D)虚拟和物理建模活动，以优化认知负荷，从而提高学生的学习能力。最终，这项工作将创造更好的化学和生物化学教育消费者。这个项目将通过定义在一般、有机和生物化学课程中使用3D建模活动时访问什么和多少认知任务和概念来表征3D物理和虚拟建模活动的认知负荷。为此，一组学生和选定的内容专家将参与模拟学习环境，完成建模活动，同时通过眼球跟踪和脑电(EEG)技术监测他们的认知。展望未来，该项目将为更智能地设计和执行3D虚拟和物理建模活动提供证据，以减少他们的认知负荷，从而加深学生理解生物分子相互作用和克服误解的能力。这一证据将为那些对概念变化以及NGSS建模实践的进步感兴趣的研究人员和实践者创造从最小到最大的课程变化的途径。

The ModEL-C project will examine how cognitive load affects students' conceptual learning through the use of chemistry and biochemistry models. The disciplines of chemistry and biochemistry present a particular challenge to students with abstract concepts that can lead to rampant and resistant misconceptions, affecting both learning and student retention. Based on the data collected from this study, the project team will implement three-dimensional (3D) virtual and physical modeling activities across the chemistry and biochemistry curriculum that optimize cognitive load and thereby enhance student learning. Ultimately this work will create better consumers of chemistry and biochemistry education. This project will characterize the cognitive load of 3D physical and virtual modeling activities by defining what and how many cognitive tasks and concepts are accessed while using those 3D modeling activities in general, organic and biochemistry courses. To this end, a student cohort and select content experts will participate in a simulated learning environment, completing modeling activities while their cognition is monitored by means of eye-tracking and electroencephalogram (EEG) technologies. Moving forward, this project will provide evidence to more intelligently design and execute 3D virtual and physical modeling activities to decrease their cognitive load en route to deepening students' ability to understand biomolecular interactions and overcome misconceptions. This evidence will create avenues for curricular change, from minimal to drastic, for those researchers and practitioners interested in conceptual changes as well as the advancement of the NGSS practice of modeling.