Cognitive load theory asserts that working memory is taxed in at least two ways: by discrete tasks of high inherent difficulty (intrinsic cognitive load) and by composite tasks that bundle many implicit tasks together (extraneous cognitive load). This paper argues that accidental introduction of extraneous cognitive load abounds in organic chemistry, and it can hamper student learning and assessment. For instance, if a student struggles to draw a reasonable curved arrow mechanism for a Robinson annulation, a difficulty attributed to a weak grasp of reactivity principles could belie more rudimentary frailties: in atom mapping, Lewis structure expansion, skeletal structure manipulation via σ-bond or whole molecule rotation, or use of the curved arrow formalism.<br/><br/>Grounded by the frameworks of information processing theory and constructivist learning models, we propose a two-fold method for reduction of extraneous cognitive load in the organic chemistry classroom: (1) Representational language skills presumed by high level, compound learning objectives are identified and isolated; (2) Isolated language skills are introduced into the curriculum early, and in an ordered and intentional way. A restructured curriculum should reduce cognitive load and accelerate information processing. Not only do students juggle fewer concepts at a given time, but rehearsal and integration of concepts is facilitated by a knowledge framework reinforced by mastered representational skills.

Reducing extraneous cognitive load in undergraduate organic chemistry: Redistribution, not reduction

253rd National Meeting (2017)

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