My research concerns pedagogy in science labs. I am examining the impacts of individual variations in student working memory on student performance and learning in different formats of inquiry-oriented science labs. More specifically, inquiry-oriented science labs that are front-loaded, place a heavy cognitive burden on the students at the beginning of lab, in that they need to induce a hypothesis or design an investigation. In contrast, inquiry-oriented science labs that are back-loaded, such as expository or verification lab styles, reduce cognitive load at the beginning of lab through guidance. As a result, individual variations in working memory capacity or explanatory style may impact student learning. Utilizing this framework, I predict students with large working memory capacities and positive explanatory styles will excel in front-loaded situations, whereas students with smaller working memory capacity and negative explanatory style will excel in a back-loaded situation.