Working memory and science education: conclusions and implications

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