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Working Memory Capacity and Teaching and Learning of Stoichiometry

  • Fui Seng Chang
  • Mageswary KarpudewanEmail author
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Abstract

Cognitive neuroscience education is a new trend in educational psychology research. In the context of science education, research performed from the perspective of neuroscience is gaining incremental importance. The findings of studies on neuro-cognitivism have significant implications in designing classroom teaching and learning strategies. Notably, the studies on neuroscience education suggested investigating the role of working memory (WM) in teaching and learning of specific science concepts that deal with solving problem such as stoichiometry. This study investigated the level of working memory capacity (WMC) of 80 Form Four science stream students (16–17 years old). At the same time, the study also explored how working memory was considered in teaching and learning of stoichiometry from students’ and teachers’ perspectives. The findings revealed that the level of WMC among the students appeared generally low and from the students’ and teachers’ perspective, WMC was frequently ignored in the stoichiometry lessons. The findings of this study offer revisiting the research on WMC in science education from the perspective of teaching and learning of stoichiometry.

Keywords

Neuroscience education Secondary students Stoichiometry Working memory capacity 

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Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  1. 1.School of Educational StudiesUniversiti Sains MalaysiaPenangMalaysia

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