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Research in Science & Technological Education

July 2009 Volume 27, Number 2

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Table of Contents

Number of articles: 7

  1. Working Memory and Science Education: Exploring the Compatibility of Theoretical Approaches

    H L. St. Clair-Thompson & C Botton

    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... More

    pp. 139-150

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  2. Understanding Physics in Relation to Working Memory

    Wen-Chao Chen & Rex Whitehead

    The aim of physics education is to generate understanding of physics and there is considerable anecdotal evidence that passing examinations in physics is not the same as understanding the subject. ... More

    pp. 151-160

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  3. Working Memory and Difficulties in School Chemistry

    Furat Hussein & Norman Reid

    The difficulties of learning chemistry are related to the nature of chemistry itself and the methods by which chemistry is customarily taught. Frequently, the way of presenting chemistry does not... More

    pp. 161-185

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  4. Working Memory, Performance and Learner Characteristics

    Huda Hindal, Norman Reid & Manal Badgaish

    A range of characteristics of learners is described and their relationship to working memory discussed in the context of teaching and learning in the sciences. The characteristics are extent of... More

    pp. 187-204

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  5. Working Memory and Attitudes

    Eun Sook Jung & Norman Reid

    Working memory capacity has been shown to be an important factor in controlling understanding in the sciences. Attitudes related to studies in the sciences are also known to be important in... More

    pp. 205-223

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  6. Working Memory Capacity, Confidence and Scientific Thinking

    Fatheya Al-Ahmadi & Fatima Oraif

    Working memory capacity is now well established as a rate determining factor in much learning and assessment, especially in the sciences. Most of the research has focussed on performance in tests... More

    pp. 225-243

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  7. Working Memory and Science Education: Conclusions and Implications

    Norman Reid

    Any instructional theory that ignores the limits of working memory when dealing with novel information or ignores the disappearance of these limits when dealing with familiar information in... More

    pp. 245-250

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