Reducing Cognitive Load For Pre-Service Science Teachers Through Performance Supporting Program

Abstract

This study aims to determine the effectiveness of performance supporting program for reducing pre-service science teachers' cognitive-loading, the participants are pre-service science teachers who enrolled in Educational Diploma at faculty of education, moreover those students are graduated from different faculties such as: medicine, pharmacy, science, and agriculture, additionally, they shift their career and want to be a science teachers, regarding the supporting teaching performance program will consider the natural of students and the cognitive-load principles, furthermore, the program will consists of sessions in the campus and online via platform, we design a cognitive-load scale to measure the cognitive loading after doing specific tasks, this study used a mixed-methods design (qualitative and quantitative), the results manifest that the effectiveness of using supporting teaching performance program for reducing cognitive load of pre-service science teachers.