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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