Exploring the Application and Influence of Cognitive Load Theory in College-Level Physics Teaching

Abstract

Cognitive Load Theory (CLT) has gained considerable attention and application in educational settings, particularly in college physics teaching. By optimizing learning materials and adjusting teaching strategies, CLT effectively enhances students' learning outcomes. This paper explores the core concepts of CLT, including intrinsic, extraneous, and germane loads, to examine its specific applications in college physics, such as experimental course design, difficult concept explanation, and problem-solving practice. The study finds that reducing unnecessary extraneous load and adequately distributing intrinsic load significantly improve students' understanding and problem-solving abilities in physics. This research contributes to optimizing physics teaching practices and provides theoretical support for efficient college physics education.