4 Innovations and Advancements in Geoscience Classrooms

Thursday, 20 March 2025
8:00 AM - 10:00 AM
Appalachian B

OVERCOMING WORKING MEMORY DEFICITS TO SUPPORT PROBLEM SOLVING IN EARTH SCIENCE CURRICULA

Paper number: 4-7
Program: Theme Sessions
Time: 9:15 AM – 9:30 AM

Authors

Abstract

The Next Generation Science Standards ask educators to provide opportunities for students to solve authentic scientific problems within our classrooms. Problem solving is a cognitive process that involves consciously holding various sets of information within memory, while using other cognitive abilities (i.e. recognizing, comparing, contrasting, associating) to operate on information required to solve the problem(s) at hand. The part of problem solving where students hold various sets of information within memory is identified as "working memory capacity". Tasks where students are asked to problem solve are difficult when a student carries a working memory capacity deficit. Such a deficit is identified through cognitive testing provided to a student referred for special education services, and then notated on a student's IEP when the student is classified with a disability.

Various program modifications and classroom supports can be provided to support students with problem solving in general, and memory difficulties specifically. Drawing on background knowledge is a key first step in scaffolding how to problem solve. Generalizing problem solving strategies to fit a variety of situations is also key. Specific strategies for solving problems need to be explicitly taught to the student. Memory deficits can be minimized by helping the student to understand their memory weaknesses and the reasons why certain strategies may be more effective for them than others. Providing students with generalized strategies on how to break down multi-pronged prompts, and eliminate extraneous language from questions, can minimize working memory overload. Teaching generalized strategies on how to read and analyze graphs and charts is also effective in reducing cognitive load when processing a scientific problem.

Geological Society of America Abstracts with Programs. Vol. 57, No. 2

doi: 10.1130/abs/2025SE-409180

© Copyright 2025 The Geological Society of America (GSA), all rights reserved. Permission is hereby granted to the author(s) of this abstract to reproduce and distribute it freely, for noncommercial purposes. Permission is hereby granted to any individual scientist to download a single copy of this electronic file and reproduce up to 20 paper copies for noncommercial purposes advancing science and education, including classroom use, providing all reproductions include the complete content shown here, including the author information. All other forms of reproduction and/or transmittal are prohibited without written permission from GSA Copyright Permissions.