[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588610-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-588610-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","determination-instructions-efficiency-of-teaching-methods-in-teaching-physics","DETERMINATION INSTRUCTIONS - EFFICIENCY OF TEACHING METHODS IN TEACHING PHYSICS","","Examines instructional effectiveness in teaching physics in the Republic of Serbia by comparing two teaching methods: an experimental approach versus a traditional method. Uses cognitive load and student achievement on tests (pre and post) as indicators of efficiency, defining cognitive load in terms of working memory demands and distinguishing intrinsic, germane, and external types. Results show students taught with experiments achieve higher performance and experience lower cognitive load, indicating greater effectiveness for experimental instruction.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/determination-instructions-efficiency-of-teaching-methods-in-teaching-physics/588610/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/determination-instructions-efficiency-of-teaching-methods-in-teaching-physics/588610.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the study’s main goal regarding physics teaching?","Question",{"text":62,"@type":63},"To examine the instructional effectiveness of two teaching methods commonly used in teaching physics in Serbia, using experiments and the traditional method.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the study assess teaching efficiency?",{"text":67,"@type":63},"It uses cognitive load and student achievement, including pre and post test performance, to evaluate differences between teaching methods.",{"name":69,"@type":60,"acceptedAnswer":70},"What cognitive load types does the theory distinguish?",{"text":71,"@type":63},"Intrinsic, germane, and external cognitive load, where intrinsic depends on material complexity, germane on processing and interpretation, and external on influences introduced by teaching methods.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},588610,1792878283,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","DETERMINATION INSTRUCTIONS EFFICIENCY OF TEACHING METHODS IN TEACHING PHYSICS IN THE CASE OF TEACHING  \nUNIT„VISCOSITY. NEWTONIAN AND STOKES LAW“  \nBranka Radulović, Maja Stojanović  \nAbstract: The use of different teaching methods has resulted in different quality and quantity of students'knowledge. For this reason, it is important to constantly review the teaching methods and applied most effectively. One way of determining instruction efficiency is by using cognitive load and student achievement. Cognitive load can be generally defined as a requirement for working memory resources that are needed to meet the goals of the cognitive activities in certain situations. So, the aim of this study is examining the instructional effectiveness of two teaching methods that are commonly used in teaching physics in the Republic of Serbia, using experiments and traditional method. We get that students which used experiments in teaching physics have achieved higher performance and less cognitive load than students which used traditional methods. So, we get the greater effectively of the teaching method which contains experiments.  \nKey words: cognitive load, effectiveness, teaching physics  \n1. Introduction  \nCognition in contemporary teaching is one of the central aims realizations of teaching. Process of knowledge adoption during teaching and its main features are important part of didactic of physics. Modern didactic trends have to tend to move the focus from traditional learning to new teaching methods that show greater efficiency in the understanding of the content of the student, taking into consideration its performance (Gow & Kember, 1993) . One of the more modern ways of assessing the effectiveness of teaching methods is through the examination of cognitive load (Paas & Van Merriënboer, 1993; Huang et al., 2009) . Cognitive load can be describe like the demand for working memory resources required for achieving goals of specific cognitive activities (Kalyuga, 2009; Plass et al., 2010; Sweller et al., 2011) .  \nTheory of cognitive load distinguishes intristic, germane and external cognitive load (Sweller et al., 2011, de Jong, 2010; Sweller, 2010) . Intristic cognitive load depends only on complexity of teaching material (Jong, 2010) . So, material consisting of a plurality of interactive elements, the cognitive harder than the material of which contains a smaller number of interactive elements. It determines that some parts of the teaching materials require greater cognitive engagement of students than other materials. Intristic load is needed in order to adopt teaching material. It is not subjected to manipulations due to selection of teaching methods. External load is not necessary for adoption of teaching material. It is subjected to above mentioned manipulations. Therefore, different teaching methods have different impact on students. Germane load is related to classification of terms, differentiation, interpretation, giving of examples. All three kinds of cognitive load can be developed in different teaching situations.  \nIf sum of this three kinds of cognitive load is equal to capacity of working memory, that teaching method is convenient for students. Presented level of intristic load indicated on complexity of teaching content, level of germane load indicated that student is capable to make classification of terms and to connect and compare lessons with previous ones, while the level of external load is applied teaching method appropriate for student. Hence, student would learn teaching content by application of such teaching method. But if sum of this three kinds of cognitive load goes beyond limits of working memory, that teaching method is not convenient for students. In this case first is needed to try to decrease external load as much as it is possible so  \ntotal load can be inside borders of accepted capacity limitations. If external load is decreased to such extent that it is inevitable, it is possible to use remai","cbCaivVrfn1TP5oj","https://ap.wps.com/l/cbCaivVrfn1TP5oj","pdf",413203,"English","# Introduction\n## Cognitive Load Theory\n## Measuring Instructional Effectiveness\n## Efficiency Zero and Interpretation","[{\"question\":\"What is the study’s main goal regarding physics teaching?\",\"answer\":\"To examine the instructional effectiveness of two teaching methods commonly used in teaching physics in Serbia, using experiments and the traditional method.\"},{\"question\":\"How does the study assess teaching efficiency?\",\"answer\":\"It uses cognitive load and student achievement, including pre and post test performance, to evaluate differences between teaching methods.\"},{\"question\":\"What cognitive load types does the theory distinguish?\",\"answer\":\"Intrinsic, germane, and external cognitive load, where intrinsic depends on material complexity, germane on processing and interpretation, and external on influences introduced by teaching methods.\"}]","DETERMINATION INSTRUCTIONS - EFFICIENCY OF TEACHING METHODS IN TEACHING PHYSICS | PDF",1792065592]