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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
FullText Text:
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PubType: Academic Journal
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  Data: Information Processing: A Review of Implications of Johnstone's Model for Science Education
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  Data: 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
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  Data: 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.)
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