Literaturnachweis - Detailanzeige
Autor/inn/en | Wang, Tianyu; Andre, Thomas |
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Titel | Conceptual Change Text versus Traditional Text and Application Questions versus No Questions in Learning about Electricity. |
Quelle | In: Contemporary Educational Psychology, 16 (1991) 2, S.103-16Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0361-476X |
Schlagwörter | Classroom Techniques; College Students; Comparative Analysis; Electricity; Higher Education; Instructional Effectiveness; Knowledge Level; Learning Processes; Questioning Techniques; Scientific Concepts; Text Structure |
Abstract | 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. Implications for instruction are discussed. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |