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Educ Psychol Rev (2009) 21:4354
DOI 10.1007/s10648-008-9096-1
REFLECTIONS ON THE FIELD
Peter Gerjets & Katharina Scheiter & Gabriele Cierniak
Published online: 12 November 2008# Springer Science + Business Media, LLC 2008
Abstract In this paper, two methodological perspectives are used to elaborate on the value of cognitive load theory (CLT) as a scientific theory. According to the more traditional critical rationalism of Karl Popper, CLT cannot be considered a scientific theory because some of its fundamental assumptions cannot be tested empirically and are thus not falsifiable. According to the structuralist view of theories introduced by Joseph D. Sneed, a theory may be considered scientific even if it comprises nontestable fundamental assumptions. Rather, the scientific value of a theory results from the holistic empirical content of the overall theory net built around fundamental assumptions and from the successful applications of this theory net to explain and predict empirical findings. This latter view is helpful to explicate some implicit methodological assumptions of CLT research and to avoid the potential circularity of CLTs fundamental assumptions. Additionally, the structuralist view of theories can be directly used to derive a research agenda for the future development of CLT.
Keywords Critical rationalism . Structuralist view of theories . Theory validation . Fallibility . Cognitive load measurement . Cognitive load theory
Cognitive load theory (CLT, Sweller et al. 1998) has become one of the most influential theories in the area of instructional design. It is based on the idea that the design of instructional materials should be aligned with learners limited cognitive processing resources in a way that unnecessary cognitive load is prevented and effective higher-level cognitive processes are supported whenever possible. Following this general guideline has
P. Gerjets (*)
Knowledge Media Research Center, Konrad-Adenauer-Str. 40, 72072 Tuebingen, Germany e-mail: [email protected]
K. Scheiter
University of Tuebingen, Tuebingen, Germany
G. Cierniak
Knowledge Media Research Center, Tuebingen, Germany
The Scientific Value of Cognitive Load Theory:A Research Agenda Based on the Structuralist View of Theories
44 Educ Psychol Rev (2009) 21:4354
led to a variety of successful instructional-design recommendations. The theoretical core of CLT is made up by a set of assumptions concerning different types of cognitive processing demands and their relation to learning outcomes. It has turned out that testing these assumptions seems to...