Information Processing: A Review of Implications of Johnstone's Model for Science Education
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| Title: | Information Processing: A Review of Implications of Johnstone's Model for Science Education |
|---|---|
| Language: | English |
| Authors: | St Clair-Thompson, Helen, Overton, Tina, Botton, Chris |
| Source: | Research in Science & Technological Education. Jul 2010 28(2):131-148. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Science Education, Models, Cognitive Processes, Cognitive Style, Short Term Memory, Long Term Memory, Memorization, Teaching Methods, Attention |
| Assessment and Survey Identifiers: | Embedded Figures Test, Rod and Frame Test |
| DOI: | 10.1080/02635141003750479 |
| ISSN: | 0263-5143 |
| Abstract: | The current review is concerned with an information processing model used in science education. The purpose is to summarise the current theoretical understanding, in published research, of a number of factors that are known to influence learning and achievement. These include field independence, working memory, long-term memory, and the use of long-term memory strategies. The implications of research for educational practice are discussed. It is recommended that educators consider models of information processing and adjust teaching practices accordingly. (Contains 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 162 |
| Entry Date: | 2010 |
| Accession Number: | EJ882927 |
| Database: | ERIC |
| Abstract: | The current review is concerned with an information processing model used in science education. The purpose is to summarise the current theoretical understanding, in published research, of a number of factors that are known to influence learning and achievement. These include field independence, working memory, long-term memory, and the use of long-term memory strategies. The implications of research for educational practice are discussed. It is recommended that educators consider models of information processing and adjust teaching practices accordingly. (Contains 1 figure.) |
|---|---|
| ISSN: | 0263-5143 |
| DOI: | 10.1080/02635141003750479 |
