Information processing: a review of implications of Johnstone’s model for science education

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.

Keywords:

• information processing
• science education

Acknowledgements

The author would like to thank Alex Johnstone and Norman Reid at the Centre for Science Education, University of Glasgow, who inspired the production of the current review.