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

Oleh:

Andre, Thomas ; Ding, Pin

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 16 no. 04 (Oct. 1991), page 303-313.
Topik: problem solving; problem solving; basic electricity; stimulus condition; declarative knowledge; student misconception

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Previous research has indicated that students' prior inaccurate conceptions about physical concepts interfere with the solution to physics problems and the acquisition of new concepts. In the present study, the effects of students misconceptions, declarative knowledge, and stimulus conditions on student solution to a problem in basic electricity were investigated. The results indicated that students performance was influenced by their knowledge of relevant declarative facts and the stimulus conditions of the experiment as well as by their models (or misconceptions) of the electrical situations. The theoretical and educational implications of the findings are discussed.

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