Overcoming challenges in teaching natural history through the cognitive theory of multimedia learning: A case study with preservice teachers

Abstract

Understanding natural processes that have occurred over the 13.8-billion-year history of the universe is challenging for many learners, creating a need for alternative instructional approaches. This study explored preservice teachers’ learning experiences and understandings following a video documentary-based learning environment grounded in the Cognitive Theory of Multimedia Learning. The research was conducted using a qualitative case study design with 28 preservice teachers from different academic disciplines. Participants watched the first and second episodes of Cosmos: A Spacetime Odyssey and responded to open-ended questions administered through Google Forms. The data were analyzed using content analysis. The findings suggest that participants developed conceptual understandings related to topics such as the structure of the universe, the origin of life, and deep time. Participants’ responses also reflected engagement with scientific ideas, reconsideration of some prior understandings, and interest in the subject matter. The cosmic calendar analogy was frequently identified as helpful in making the concept of deep time more comprehensible. Overall, the findings suggest that documentary-based multimedia learning environments grounded in the Cognitive Theory of Multimedia Learning may provide a useful way to support learning about abstract and complex topics in natural history.

Keywords

• natural history education
• cognitive theory of multimedia learning
• video documentary-based learning
• conceptual learning
• teacher education

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