Abstract
Working memory has been the subject of considerable research over many decades, much carried out by educational psychologists. The limiting effect of working memory capacity on understanding, test performance and problem-solving in the sciences became apparent in the 1980s and the implications of this are still being explored. This issue seeks to bring together some of the main findings from research and this introductory paper sets the scene for the six papers which follow.
| Original language | English |
|---|---|
| Pages (from-to) | 131-137 |
| Number of pages | 7 |
| Journal | Research in Science and Technological Education |
| Volume | 27 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2009 |
Keywords
- Working memory
- Science learning
- Science performance