In this paper we present a descriptive research that shows the relationships between conceptual knowledge structure, working memory, academic level and science text comprehension. High school students (10th and 12th grade students) have participated in this research. Students’ working memory capacity was measured by means of the Daneman and Carpenter’s test. Next, the students read a science text, and starting from the textual information, they constructed a concept map. Finally, they carried out a reading comprehension test. Results indicate that: a) the academic level produces significant differences in working memory, concept map, and reading comprehension tests scores; b) high and significant correlations have been found between the scores of these last three tests; c) concept map and memory working tests scores are significant predictors of reading comprehension test scores.
López Chavarrías, M.J., Sanjosé, V., & Solaz-Portolés, J.J.
(2014). Estructura de conocimiento conceptual, memoria de trabajo y comprensión de textos de ciencias: un estudio con alumnos de secundaria. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(3),
57-72.
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