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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ443655
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Relationship between Students' Conceptual Knowledge and Study Strategies-Part I: Student Learning in Physics.
Hegarty-Hazel, Elizabeth
International Journal of Science Education, v13 n3 p303-12 Jul-Sep 1991
Studies of the relationship between students' propositional knowledge (as measured by concept mapping tasks) and their study strategies (as measured by self-report questionnaires) for electricity in first-year university courses are described. The effect of propositional knowledge and prior knowledge on both conceptual knowledge and study strategies is discussed. (KR)
Descriptors: Concept Mapping, Context Effect, Electricity, Foreign Countries, Higher Education, Knowledge Level, Learning Strategies, Physics, Prior Learning, Questionnaires, Science Achievement, Science Education, Study Skills
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia