Working memory and science education: conclusions and implications

Norman Reid

    Research output: Contribution to journalArticlepeer-review

    16 Citations (Scopus)


    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 unlikely to be effective. (Kirschner et al. 200611. Kirschner , P.A. , Sweller , J. and Clark , R.E. 2006 . Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based learning . Educational Psychologist , 41 ( 2 ) : 75 – 86
    Original languageEnglish
    Pages (from-to)245-250
    Number of pages6
    JournalResearch in Science and Technological Education
    Issue number2
    Publication statusPublished - 2009


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