NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ857004
Record Type: Journal
Publication Date: 2009-Jul
Pages: 12
Abstractor: As Provided
Reference Count: 106
ISBN: N/A
ISSN: ISSN-0263-5143
Working Memory and Science Education: Exploring the Compatibility of Theoretical Approaches
St. Clair-Thompson, H. L.; Botton, C.
Research in Science & Technological Education, v27 n2 p139-150 Jul 2009
Research in science education has referred to limitations in information processing resulting from both mental capacity and working memory capacity. Mental capacity is often conceptualised within the framework of the theory of constructive operators. However, the cognitive resources underlying working memory are not well specified within the context of science education. Here we review models of both mental capacity and working memory and discuss the compatibility of theoretical approaches. It is proposed that exploring relationships between working memory and science attainment within the context of the multiple-component model of working memory may prove productive. Furthermore, the model outlines a number of important implications for educational practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A