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Peer reviewed Peer reviewed
ERIC Number: EJ435152
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
Student Misconceptions, Declarative Knowledge, Stimulus Conditions, and Problem Solving in Basic Electricity.
Andre, Thomas; Ding, Pin
Contemporary Educational Psychology, v16 n4 p303-13 Oct 1991
The effects of students' misconceptions, declarative knowledge, and stimulus conditions on students' solutions to a problem in basic electricity were studied for 80 undergraduates at Iowa State University (Ames). The implications of the findings of influence by knowledge and stimulus conditions are discussed. (SLD)
Descriptors: Classroom Research, Electricity, Higher Education, Knowledge Level, Misconceptions, Prior Learning, Problem Solving, Science Education, Scientific Concepts, Stimuli, Student Attitudes, Undergraduate Students
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: A version of this paper was presented at the Annual Meeting of the Iowa Educational Research and Evaluation Association (Des Moines, IA, December 1988).