Option #1

One area of the learning sciences I chose is memory. Educational psychology explains how memory works and why it matters for learning. Memory is more than just storing facts; it involves encoding information, keeping it in the brain, and retrieving it when needed. People remember better when learning is active, meaningful, and connected to what they already know. And according to Van Kesteren et al. (2018), forgetting often occurs when information is not processed deeply or linked to prior knowledge. This shows why teachers should help students connect new ideas with what they already understand so learning lasts longer.

Furthermore, educational psychology also shows that memory has limits. Sweller’s Cognitive Load Theory (1988) explains that working memory can only hold a small amount of information at once (Paas & van Merriënboer, 2020). If students are given too much at the same time, they struggle to retain it. This theory helps teachers design lessons that should be clear, broken into smaller steps, and free from unnecessary distractions.

Another perspective comes from constructivism, which shows that memory improves when learners actively make sense of new ideas (Do et al., 2023). Instead of only receiving information, they connect it to what they already know. Teaching methods like scaffolding, reinforcement, and hands-on activities make lessons easier to remember because they are meaningful and practical.

In conclusion, educational psychology helps us understand that memory is not just about storing knowledge. It is an active process shaped by how learners engage with information and by the support they receive. Motivation, attention, and emotional support also strengthen memory, showing that both cognitive and social-emotional conditions matter. With the right strategies and environment, memory can be developed in ways that lead to deeper understanding, stronger skills, and more lasting learning.

References:

Do, H.-N., Ngoc, B., & Hue, N. M. (2023). How do constructivism learning environments generate better motivation and learning strategies? The Design Science Approach. Heliyon, 9(12). https://doi.org/10.1016/j.heliyon.2023.e22862

Paas, F., & van Merriënboer, J. J. G. (2020). Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks. Current Directions in Psychological Science, 29(4), 394–398. https://doi.org/10.1177/0963721420922183

Van Kesteren, M. T. R., Krabbendam, L., & Meeter, M. (2018). Integrating educational knowledge: Reactivation of prior knowledge during educational learning enhances memory integration. Npj Science of Learning, 3(1). https://doi.org/10.1038/s41539-018-0027-8