The current review is concerned with an information processing model used in science education. The purpose is to summarise the current theoretical understanding, in published research, of a number of factors that are known to influence learning and achievement. These include field independence, working memory, long-term memory, and the use of long-term memory strategies. The implications of research for educational practice are discussed. It is recommended that educators consider models of information processing and adjust teaching practices accordingly. (Contains 1 figure.)