Working Memory and Science Education: Conclusions and Implications

Autor/in	Reid, Norman
Titel	Working Memory and Science Education: Conclusions and Implications
Quelle	In: Research in Science & Technological Education, 27 (2009) 2, S.245-250 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
Schlagwörter	Short Term Memory; Theories; Science Education; Biology; Chemistry; Individual Characteristics; Curriculum Development; Science Teachers; Primary Education; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Theory; Theorie; Naturwissenschaftliche Bildung; Biologie; Chemie; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Primarbereich; Ausland
Abstract	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. 2006, 77) (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10