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Keith
S. TABER
ABSTRACT: There is a considerable literature from studies of memory that could inform research into learning in science. Yet this important area has not been a focus of inquiry in science education, perhaps because of the difficulty of carrying-out longitudinal studies. The present study reviews the main findings from memory studies and considers the implications for science learning (and associated research). A case study is presented of one learner’s thinking about a key area of chemistry during, and then some time after, studying at college level. Previous published research from the case study is summarised, and then new data is presented to illustrate the ex-student’s thinking. The data suggest that key areas of learning were readily brought to mind, but recall was both partial and distorted (reflecting the findings from memory research). The limitations of the case study, and the methodological difficulties of this type of research, are considered. It is suggested, however, that if the present findings were to be widely replicated, then there would be important consequences for curriculum planning and assessment as well as teaching. [Chem. Educ. Res. Pract.: 2003, 4, 249-277] KEY WORDS: memory; recall; forgetting; consolidation; time-scale for learning; delayed post-course interview; chemical bonding CORRESPONDENCE:
Keith S. TABER, University of Cambridge, Faculty of Education, Homerton
Site, Hills Road, Cambridge CB2 2PH, UK;
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