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Journal of Research in Science Teaching
written by Sharon K. Chambers and Thomas Andre
This article, presents a study investigating relationships between gender, interest, and experience in electricity. The authors also explore the effect of conceptual change text manipulations on learning fundamental concepts of direct current. The study's findings support the hypothesis that prior interest level, experience, and knowledge mediate apparent gender differences in learning about electricity and suggest that conceptual change text manipulations are likely to be effective for both men and women.
Journal of Research in Science Teaching: Volume 34, Issue 2, Pages 107-123
Subjects ADS Supplements Resource Types
Education - Applied Research
- Instructional Material Design
Education - Basic Research
- Sample Population
= Gender: Female
- Student Characteristics
= Ability
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Educators
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Formats:
application/pdf
non-digital
Access Rights:
Free access
Restriction:
© 1997 John Wiley & Sons, Inc.
DOI:
10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X
ISSN Number:
00224308
Keywords:
Cognitive Psychology, Cognitive Structures, Concept Formation, Electricity, Higher Education, Knowledge Representation, Misconceptions, Sex Differences, Text Structure
Record Creator:
Metadata instance created September 27, 2006 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
Last Update
when Cataloged:
February 1, 1997
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Record Link
AIP Format
S. Chambers and T. Andre, J. Res. Sci. Teaching 34 (2), 107 (1997), WWW Document, (http://dx.doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X).
AJP/PRST-PER
S. Chambers and T. Andre, Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current J. Res. Sci. Teaching 34 (2), 107 (1997), <http://dx.doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X>.
APA Format
Chambers, S., & Andre, T. (1997, February 1). Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current. J. Res. Sci. Teaching, 34(2), 107-123. Retrieved September 1, 2014, from http://dx.doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X
Chicago Format
Chambers, Sharon K., and Thomas Andre. "Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current." J. Res. Sci. Teaching. 34, no. 2, (February 1, 1997): 107-123, http://dx.doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X (accessed 1 September 2014).
MLA Format
Chambers, Sharon K., and Thomas Andre. "Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current." J. Res. Sci. Teaching 34.2 (1997): 107-123. 1 Sep. 2014 <http://dx.doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X>.
BibTeX Export Format
@article{ Author = "Sharon K. Chambers and Thomas Andre", Title = {Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current}, Journal = {J. Res. Sci. Teaching}, Volume = {34}, Number = {2}, Pages = {107-123}, Month = {February}, Year = {1997} }
Refer Export Format

%A Sharon K. Chambers
%A Thomas Andre
%T Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current
%J J. Res. Sci. Teaching
%V 34
%N 2
%D February 1, 1997
%P 107-123
%U http://dx.doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Chambers, Sharon K.
%A Andre, Thomas
%D February 1, 1997
%T Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current
%J J. Res. Sci. Teaching
%V 34
%N 2
%P 107-123
%8 February 1, 1997
%@ 00224308
%U http://dx.doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

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