Student Misconceptions, Declarative Knowledge, Stimulus Conditions, and Problem Solving in Basic Electricity.

Andre, Thomas; Ding, Pin

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Peer reviewed

ERIC Number: EJ435152

Record Type: CIJE

Publication Date: 1991

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0361-476X

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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

Grant or Contract Numbers: N/A

Author Affiliations: 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).