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Cambridge, UK: Cambridge University Press. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295–312. Taber, K. S. (2009). Learning at the symbolic level. In J. K. Gilbert & D. ), Multiple representations in chemical education (pp. 75–105). Dordrecht, The Netherlands: Springer. Treagust, D. , Harrison, A. , & Venville, G. J. (1998). Teaching science effectively with analogies: An approach for preservice and inservice teacher education.

It is a typical case of literal interpretation (R-M, B3) and incorrect decoding (R-M, B1) of diagrams and demonstrates that students with this difficulty did not transfer (R-C, A3) their earlier acquired chemical knowledge of collision theory and kinetic energy of molecules to the cellular scenario. This led to the construction (R-M, B5) of an inappropriate ER based on an unsound mental model. Vertical translation (R-M, B7) was also a problem as students attempted to move from the molecular level to the cellular level.

F. Rouet, R. Lowe, & W. ), Understanding multimedia documents (pp. 249–265). Dordrecht, The Netherlands: Springer Science & Business Media. , Harrison, A. , & Ritchie, S. M. ). (2006). Metaphor and analogy in science education. Dordrecht, The Netherlands: Springer. Biological Sciences Curriculum Study. (2006). ). Dubuque, IA: Kendall/Hunt. Buckley, C. B. (2000). Interactive multimedia and model-based learning in biology. International Journal of Science Education, 22(9), 895–935. 1 Introduction 17 Clement, J.

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