Are Conceptual Change Approaches to Learning Science Effective for Everyone? Gender, Prior Subject Matter Interest, and Learning about Electricity.

Chambers, Sharon K.; Andre, Thomas

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Peer reviewed

ERIC Number: EJ517191

Record Type: Journal

Publication Date: 1995

Pages: N/A

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ISBN: N/A

ISSN: ISSN-0361-476X

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Are Conceptual Change Approaches to Learning Science Effective for Everyone? Gender, Prior Subject Matter Interest, and Learning about Electricity.

Chambers, Sharon K.; Andre, Thomas

Contemporary Educational Psychology, v20 n4 p377-91 Oct 1995

The relationships among gender, interest in and experience with electricity, and conceptual change text manipulations were studied for 48 male and 50 female college students learning basic electricity concepts. Conceptual change text facilitated learning, as expected. Interactions of gender and interest are discussed. (SLD)

Descriptors: College Students, Electricity, Experience, Prior Learning, Science Education, Sex Differences, Student Interests, Teaching Methods

Publication Type: Reports - Evaluative; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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