ERIC Number: EJ435152
Record Type: CIJE
Publication Date: 1991
Reference Count: 0
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)
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: 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).