In this study, action research was used over two years to refine the implementation of process-oriented guided inquiry learning for chemistry students in an academic development programme at a research-intensive South African university. Students’ responses to guided inquiry were collected based on a three-pillar framework underpinned by cognitive load theory and the information processing model. A mixed methods approach was used to gather data including observations, questionnaire responses, focus group interviews and student assessment results. The findings were exhibited year by year using the analysis tool, ‘joint displays’. Findings from the first year of study highlighted student difficulty with factors contributing to extraneous load such as social dynamics, worksheet layout and time required. Revisions addressed these areas of difficulty in the second year with positive results in terms of student behaviour and achievement. Analysis of Year 2 findings led to several recommendations for further guided inquiry revisions to serve novice students in the context of an academic development programme: prior knowledge should be activated to mitigate cognitive overload, relevant language should replace foreign terms to sensitise the perception filter and more explicit scaffolding could be embedded to enrich the student’s germane cognitive load during processing.

中文翻译：

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在学术发展计划中完善面向化学学生的以过程为导向的探究式学习

在这项研究中，行动研究被用于为期两年的研究，以改善在一所研究型南非大学的学术发展计划中针对化学学生的以过程为导向的探究式学习的实施。在基于认知负荷理论和信息处理模型的三支柱框架下，收集学生对指导性探究的反应。使用一种混合方法的方法来收集数据，包括观察，问卷调查，焦点小组访谈和学生评估结果。调查结果使用分析工具“联合展示”逐年展示。学习第一年的发现突出了学生的困难，这些因素会导致不必要的负担，例如社会动态，工作表布局和所需时间。修订第二年解决了这些困难领域，在学生行为和成就方面取得了积极成果。对第二年级调查结果的分析得出了一些建议，建议进一步修订指导性的探究修订，以在学术发展计划的范围内为新手提供服务：应激活先验知识以减轻认知负担，应使用相关语言代替外来语以增强感知过滤器的敏感性，以及更多可以嵌入显式脚手架，以在处理过程中丰富学生的德语认知负荷。