Cognitive Load Theory and Cognitive Theory of Multimedia Learning in Physics teacher education curricula in Brazil

Abstract

Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) have been widely studied in the last 30 years, being fundamental for the development of instructional materials for learning that take into account the limitations in human working memory. Although relevant, we show the inexistence of both theories in the curricula of undergraduate courses in Physics. The contribution of this work is to highlight such a gap, thus contributing to discussions aming the incorporation of CLT and CTML in the curricula of Physics teacher education in federal and state universities in the country.