Relationship between Students' Conceptual Knowledge and Study Strategies-Part I: Student Learning in Physics.

Hegarty-Hazel, Elizabeth

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Peer reviewed

ERIC Number: EJ443655

Record Type: Journal

Publication Date: 1991

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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

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Authoring Institution: N/A

Identifiers - Location: Australia

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