A Paradigm Shift: The Implications of Working Memory Limits for Physics and Chemistry Instruction

TL;DR

This paper discusses how working memory limitations influence problem-solving in physics and chemistry, emphasizing the importance of memorized fundamentals and automatic recall for effective learning and teaching strategies.

Contribution

It introduces a paradigm shift in understanding problem-solving in sciences, highlighting the role of working memory constraints and proposing science-based instructional strategies.

Findings

Working memory limits necessitate memorization of facts and algorithms.

Automatic recall of fundamentals is crucial for problem-solving.

Science-informed methods can enhance learning and retention.

Abstract

Scientists who study how the brain solves problems have recently verified that, because of stringent limitations in working memory, where the brain solves problems, students must apply facts and algorithms that have previously been well memorized to reliably solve problems of any complexity. This is a paradigm shift: A change in the fundamental understanding of how the brain solves problems and how we can best guide students to learn to solve problems in the physical sciences. One implication is that for students, knowledge of concepts and big ideas is not sufficient to solve most problems assigned in physics and chemistry courses for STEM majors. To develop an intuitive sense of which fundamentals to recall when, first students must make the fundamental relationships of a topic recallable with automaticity then apply those fundamentals to solving problems in a variety of distinctive contexts. Based on these findings, cognitive science has identified strategies that speed learning and assist in retention of physics and chemistry. Experiments will be suggested by which instructors can test science-informed methodologies.