Abstract
Research in science education has referred to limitations in information processing resulting from both mental capacity and working memory capacity. Mental capacity is often conceptualised within the framework of the theory of constructive operators. However, the cognitive resources underlying working memory are not well specified within the context of science education. Here we review models of both mental capacity and working memory and discuss the compatibility of theoretical approaches. It is proposed that exploring relationships between working memory and science attainment within the context of the multiple‐component model of working memory may prove productive. Furthermore, the model outlines a number of important implications for educational practice.
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