Scaffolding as a cognitive load reduction strategy for teaching atomic and nuclear physics
Abstract
This study investigated the effectiveness of scaffolding as a cognitive load reduction strategy for teaching Atomic and Nuclear Physics. This study was carried out with the participation of university physics students (n = 20) enrolled in the B.Sc. Physics Education Programme. A quasi-experimental one-group pre-test-post-test design was used to collect both quantitative and qualitative data on physics students’ conceptual understanding and learning dispositions about Atomic and Nuclear Physics. The intervention consisted of a university academic calendar of one semester (2022-2023) using scaffolding as a cognitive load reduction strategy. The baseline assessment revealed that the respondents had incorrect, partial, and no knowledge of electron transition and radioactivity-related concepts. However, the post-test analysis revealed a mean score of 7.22 (SD = 0.31) that can be considered significant (p < 0.05) and a large effect of 0.79 on the conceptual understanding of the participants in Atomic and Nuclear Physics. The study findings also revealed that the participants' factual, conceptual, procedural, and meta-cognition about Atomic and Nuclear Physics improved after using scaffolding as a cognitive load reduction strategy. The results further revealed an improved learning disposition about Atomic and Nuclear Physics among the participants after the intervention. The participants articulated, among others, that the use of scaffolds as a cognitive load reduction strategy stimulated their interests, made the topic more enjoyable, and reduced their sense of hopelessness. The author accordingly recommends scaffolding as a cognitive load reduction strategy to physics educators for effective teaching and learning in the context of Atomic and Nuclear Physics.
References
Abraham, J., & Barker, K. (2023). Students’ Perceptions of a “Feminised” Physics Curriculum. Research in Science Education, 53(6), 1163-1183.
Ahmad, N., Jumaat, N. F., Samah, N. A., Ashari, Z. M., Abdullah, A. H., & Ali, D. F. (2019). The effect of metacognitive scaffolding framework towards students’ performance. International Journal of Recent Technology and Engineering, 7(65), 1584-1593.
Alake, E. M., & Ogunseemi, O. E. (2013). Effects of Scaffolding Strategy on Learners’ Academic Achievement in Integrated Science at the Junior Secondary School Level. European Scientific Journal, 9(19), 149–155.
Alrawili, K. S., Osman, K., & Almuntasheri, S. (2015). Scaffolding Strategies on Higher-Order Thinking Skills in Science Classroom. Journal of Baltic Science Education, 19(5), 718–729.
Annisa, A., & Sutapa, P. (2019). Scaffolding Strategies to Increase Children's Science Interest. International Conference on Special and Inclusive Education, 296, 279–284. https://doi.org/10.2991/icsie-18.2019.50
Bileya, S. G., Aliyu, S., & Bulus, T. C. (2021). Effect of Instructional Scaffolding on Physics Students’ Achievement in Secondary Schools in Taraba State, Nigeria. International Journal of Advanced Academic Research, 7(9), 14–22.
Cardoso, P. S. S., Nunes, M. C. S., Silva, G. P. S., Braghittoni, L. S., & Trindade, N. M. (2020). Conceptions of High School Students on Atomic Models, Radiation and Radioactivity. Physics Education, 55(3), 1–8. https://doi.org/10.1088/1361-6552/ab7fc6
Cardullo, V. M., Wilson, N. S., & Zygouris-Coe, V. I. (2018). Enhanced student engagement through active learning and emerging technologies. Student engagement and participation: Concepts, methodologies, tools, and applications, 399-417.
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th ed). Routledge.
Dowd, J. E., Thompson Jr, R. J., Schiff, L., Haas, K., Hohmann, C., Roy, C., ... & Reynolds, J. A. (2019). Student learning dispositions: Multidimensional profiles highlight important differences among undergraduate STEM honors thesis writers. CBE—Life Sciences Education, 18(2).
Ejigu, M. A. (2014). Conceptual understanding of quantum mechanics: An investigation into physics students' depictions of the basic concepts of quantum mechanics (Doctoral dissertation).
Elbanowska-ciemuchowska, S., & Giembicka, M. A. (2011). How to Stimulate Students’ Interest in Nuclear Physics. US-China Education Review, 5(1), 678–687.
Hachiya, M., & Akashi, M. (2016). Lessons learned from the accident at the Fukushima Dai-ichi nuclear power plant—more than basic knowledge: education and its effects improve the preparedness and response to radiation emergency. Radiation protection dosimetry, 171(1), 27-31.
Hon, Y. P. (2022). 5 Applications of Nuclear Physics Students Should Know About. Retrieved from https://www.tuitionphysics.com
Im, S., & Kim, J. (2014). Comparison of Pre-service Physics Teachers’ Conceptual Understanding of Classical and Quantum Mechanics. New Physics: Sae Mulli, 64(1), 56-65.
Joda, F. M. (2019). Effects of Instructional Scaffolding Strategy on Senior Secondary Biology Students’ Academic Achievement and Retention in Taraba State, Nigeria. The Asian Institute of Research, 2(2), 269–275. https://doi.org/10.31014/aior.1993.02.02.59
Jóźwik, R. (2017). The Use of Nuclear Energy for Military and Civilian Purposes Safety in the Nuclear Power Industry. Journal of Science of the Military Academy of Land Forces, 49(3), 106–123. https://doi.org/10.5604/01.3001.0010.5127
Kirby, John R. & Lawson, Michael J. (eds.) (2012). Enhancing the Quality of Learning: Dispositions, Instruction, and Learning Processes. New York: Cambridge University Press. Pp.251–275.
Likourezos, V., & Kalyuga, S. (2017). Instruction-first and problem-solving-first approaches: Alternative pathways to learning complex tasks. Instructional Science, 45, 195-219.
Main, P. (2022). Cognitive Load Theory: A teacher’s Guide. Retrieved from https://www.structural-learning.com/post/cognitive-load-theory-a-teachers-guide
McIsaac, J. (2019) What is ‘Scaffolding’ in Teaching? A Simple Explanation. Retrieved from https://exceptionallives.org/blog/scaffolding-in-teaching-a-simple-explanation/
Mcleod, S. (2023). Vygotsky’s zone of proximal development and scaffolding. Simple Psychology.
Midun, H., Bule, O., & Rorimpandey, W. H. (2020). The effect of scaffolding on assignment quality and procedural learning achievement. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), (22), 143-157.
Mohammed, A. A. (2019). Effect of Scaffolding Strategy on Biology Student’s Academic Achievement in Senior Secondary School. International Journal of Education and Social Science Research, 2(5), 35–47.
Muhakeya, A., & Maseko, B. (2022). Students Alternative Conceptions in Quantum Mechanics: The Case of One-Dimensional Potential Quantum Tunneling. African Journal of Educational Studies in Mathematics and Sciences, 18(2), 55–77.
Mulvahill, E. (2023). 10 ways to scaffold learning. Retrieved from https://www.weareteachers .com/ways-to-scaffold-learning/
Pečiuliauskienė, P. (2023). Instructional clarity in physics lessons: Students’ motivation and self-confidence. Cogent Education, 10(2), 2236463.
Rathore, R. (2016). Surveying students' misconceptions and understanding in nuclear physics. Journal of Applied Physics, 8(1), 7-10.
Reichardt, C. S. (2019). Quasi-experimentation: A guide to design and analysis. Guilford Publications.
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1-16.
Wang, H. S., Chen, S., & Yen, M. H. (2021). Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry. Physical Review Physics Education Research, 17(2), 020108.
Weinstock, M., Kienhues D., Feucht F. C., Ryan M. (2017). Informed reflexivity: Enacting epistemic virtue. Educational Psychologist, (4), 284–298.
Weinstein, S., & Preiss, D. (2017). Scaffolding to Promote Critical Thinking and Learner Autonomy Among Pre-Service Education Students. Journal of Education and Training, 4(1), 69–87. https://doi.org/10.5296/jet.v4i1.9871
Williams, H., Lewis, P., & Aghlani, S. (2015). The Humanitarian Impacts of Nuclear Weapons Initiative: The'big Tent'in Disarmament. London: Chatham House.
Authors
Copyright (c) 2024 Momentum: Physics Education Journal
This work is licensed under a Creative Commons Attribution 4.0 International License.
Momentum: Physisc Education Journal allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. 
This work is licensed under a Creative Commons Attribution 4.0 International License. The Authors submitting a manuscript do so with the understanding that if accepted for publication, copyright of the article shall be assigned to Momentum: Physics Education Journal