Evidence for a Role of Executive Functions in Learning Biology

Executive functions predict conceptual learning of science

“…Only one previous study has addressed the role of cognitive planning in science learning where it was shown to be important for both factual and conceptual learning of biology (Rhodes et al ., ). The current findings show a modest correlation between planning and conceptual learning of chemistry but this was not found to predict performance on any of the three science assessments we included.…”

“…Rhodes et al . () reported a relationship between planning and factual learning of biology. Both spatial working memory (SWM) and planning were associated with conceptual learning (understanding and applying) of biological knowledge.…”

“…Further evidence was reported by Latzman, Elkovitch, Young, and Clark (); they found a relationship between science ability and inhibitory control and attention flexibility in a sample of 11‐ to 16‐year‐old boys. A recent study (Rhodes et al ., ) examined the relationship between executive functions and science learning specifically in relation to learning biology. Rhodes et al .…”

“…In particular, we predicted that executive functions would relate to performance on the conceptual part of the chemistry assessment where pupils had to reflect and apply the knowledge they had acquired. Given previous findings of a role for planning in factual and conceptual learning of biology (Rhodes et al ., ), we predicted that planning may relate to both aspects of learning chemistry, although due to a lack of relevant literature it is possible that there may be discipline specific differences in findings.…”

The Unique Contributions of Verbal Analogical Reasoning and Nonverbal Matrix Reasoning to Science and Maths Problem‐Solving in Adolescence

“…Cragg & Gilmore, ; Zimmerman, ). Although little research has focused on specific associations with these three components (although see Cragg, Keeble, Richardson, Roome, & Gilmore, ), a range of cognitive functions have been shown to associate with individual differences in science and maths achievement more broadly in late childhood or adolescence: these include spatial ability (Hodgkiss, Gilligan, Tolmie, Thomas, & Farran, ), vocabulary (Donati, Meaburn, & Dumontheil, ), processing speed (Donati et al, ), and executive functions (Cragg et al, ; Cragg & Gilmore, ), including inhibitory control (Brookman‐Byrne, Mareschal, Tolmie, & Dumontheil, ; Gilmore, Keeble, Richardson, & Cragg, ; Khng & Lee, ) and working memory (Donati et al, ; Kyttälä & Lehto, ; Rhodes et al, ; Rhodes et al, ). Since relational reasoning also associates with executive functions (Richland & Burchinal, ), any links between relational reasoning and science and maths may be driven by shared reliance on executive functions.…”