Lost without trace or not brought to mind?

Lost without trace or not brought to mind? – a case study of remembering and forgetting of college science

One of my publications is the paper:

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]

Keywords:

• memory
• recall
• forgetting
• consolidation
• time-scale for learning
• delayed post- course interview
• chemical bonding

Contents:-

INTRODUCTION
Learning and remembering
Exploring learning in science
Using case-studies to explore learning in science
Remembering and forgetting
Evidence from a case study: The research context
What ideas did Tajinder use to explain chemical bonding during his course?
The Octet Rule explanatory principle The Minimum Energy explanatory principle
The Coulombic Forces explanatory principle
Tajinder offers three explanations of the bonds in molecular oxygen
How did Tajinder's understanding of chemical bonding develop during his course?
FINDINGS: A CASE STUDY OF REMEMBERING AND FORGETTING COLLEGE CHEMISTRY
What did Tajinder 'remember' about the topic of chemical bonding four years after completing his course?
The covalent bond
The ionic bond
The metallic bond
A definition for the chemical bond
Dichotomous classification of bonding
Why reactions occur
Recalling, forgetting and reconstructing memories – What Tajinder did, and did not, bring to mind four years after completing his course
Limitations of the present study
The value of further research

This article is available free* from the Royal Society of Chemistry at : https://pubs.rsc.org/en/content/articlelanding/2003/RP/B3RP90016A#!divAbstract

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