Dr. Keith S. Taber
Publication:
Taber, K. S. (2003)
Lost without trace or not brought to mind? - a case study of
remembering and forgetting of college science
Chemistry Education: Research and Practice, 4 (3),
pp.249-277
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 learneŕs 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-student́s 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.