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Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current.
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Chambers, Sharon K.; Andre, Thomas – Journal of Research in Science Teaching, 1997
Presents a study that investigated relationships between gender, interest, and experience in electricity. Also explored the effect of conceptual change text manipulations on learning fundamental concepts of direct current. Suggests that conceptual change text manipulations are likely to be effective for both men and women. Contains 57 references.…
Descriptors: Cognitive Psychology, Cognitive Structures, Concept Formation, Electricity
Conceptual Change Text versus Traditional Text and Application Questions versus No Questions in Learning about Electricity.
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Wang, Tianyu; Andre, Thomas – Contemporary Educational Psychology, 1991
The effects of conceptual change text and application questions in 139 college students' learning of electricity concepts were investigated. The experiment was a 2X2X2X2 factorial. Compared to traditional text and no questions, conceptual change text and application questions, respectively, improved acquisition of qualitative concepts.…
Descriptors: Classroom Techniques, College Students, Comparative Analysis, Electricity