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ABSTRACT
Working memory is a cognitive system that allows for the simultaneous storage and processing of active information. While working memory has been implicated as an important element for success in many science, technology, engineering, and mathematics (STEM) fields, its specific role in geoscience learning is not fully understood. The major goal of this article is to examine the potential role that working memory plays in successful geoscience learning. We start by reviewing two popular approaches to studying working memory in science learning—the individual differences approach and the cognitive load approach—and consider how these two approaches have been utilized in geosciences education research. Next, we highlight examples of various activities and curricular materials that have been used in geoscience classrooms in an effort to improve student learning and offload working memory resources, including using concept sketches and providing varying levels of scaffolding. We outline recommendations about how to structure geoscience classrooms and labs to maximize student learning and suggest potential avenues for future research aimed at investigating the role of working memory in geoscience learning.
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Acknowledgment
Preparation of this manuscript was supported in part by National Science Foundation grant SBE 10-41707 to the Spatial Intelligence and Learning Center and in part by National Science Foundation grant 1640800 to Thomas F. Shipley.
