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Peer reviewedJohnstone, A. H. – Journal of Chemical Education, 1984
Hypothesizes that overloading the working memory may leave no space for thought and organization such that faulty (or even no) learning takes place. Provides examples of this hypothesis and possible remedies. These remedies focus on design of laboratory manuals and equipment and on curriculum content order. (JN)
Descriptors: Chemistry, College Science, Curriculum Design, Higher Education
