The Role of Load Reduction Instruction in Supporting Students in Research-Based Science Projects

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Memory and Executive Functioning Across Academic Subjects (Table 13)

Abstract

Science curricula typically include research-based projects to develop students’ scientific inquiry and literary skills. However, these projects may impose significant cognitive burden on students, especially when they are in the early stages of learning and conducting novel and ill-defined learning tasks. This investigation examined the role of load reduction instruction (LRI) in students’ academic personal agency and academic engagement in research-based science projects. A three-timepoint longitudinal study was conducted among 316 senior high school students (M = 16.37 years) in Australia. Structural equation modelling results demonstrated there were significant associations among LRI, personal agency, and subsequent engagement. Findings suggest that LRI may support students in conducting ill-defined tasks and further inform the importance of instructional approaches in research-based science projects.

Authors

• Oscar Yau, University of New South Wales

• Andrew J. Martin, University of New South Wales

• Rebecca J. Collie, UNSW Sydney