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International Journal of Science Education
written by Elizabeth Hegarty-Hazel and Michael Prosser
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.
International Journal of Science Education: Volume 13, Issue 3, Pages 303-312
Subjects Levels Resource Types
Education Foundations
- Student Characteristics
= Ability
= Skills
Electricity & Magnetism
- General
- Lower Undergraduate
- Reference Material
= Research study
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Available by subscription
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© 1991
DOI:
10.1080/0950069910130308
ISSN Number:
0950-0693
Keywords:
Concept Mapping, Context Effect, Electricity, Learning Strategies, Prior Learning, Study Skills, concept mapping, propositional knowledge
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
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Record Link
AIP Format
E. Hegarty-Hazel and M. Prosser, Int. J. Sci. Educ. 13 (3), 303 (1991), WWW Document, (http://dx.doi.org/10.1080/0950069910130308).
AJP/PRST-PER
E. Hegarty-Hazel and M. Prosser, Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics Int. J. Sci. Educ. 13 (3), 303 (1991), <http://dx.doi.org/10.1080/0950069910130308>.
APA Format
Hegarty-Hazel, E., & Prosser, M. (1991). Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics. Int. J. Sci. Educ., 13(3), 303-312. Retrieved July 23, 2014, from http://dx.doi.org/10.1080/0950069910130308
Chicago Format
Hegarty-Hazel, Elizabeth, and Michael Prosser. "Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics." Int. J. Sci. Educ. 13, no. 3, (1991): 303-312, http://dx.doi.org/10.1080/0950069910130308 (accessed 23 July 2014).
MLA Format
Hegarty-Hazel, Elizabeth, and Michael Prosser. "Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics." Int. J. Sci. Educ. 13.3 (1991): 303-312. 23 July 2014 <http://dx.doi.org/10.1080/0950069910130308>.
BibTeX Export Format
@article{ Author = "Elizabeth Hegarty-Hazel and Michael Prosser", Title = {Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics}, Journal = {Int. J. Sci. Educ.}, Volume = {13}, Number = {3}, Pages = {303-312}, Year = {1991} }
Refer Export Format

%A Elizabeth Hegarty-Hazel
%A Michael Prosser
%T Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
%J Int. J. Sci. Educ.
%V 13
%N 3
%D 1991
%P 303-312
%U http://dx.doi.org/10.1080/0950069910130308
%O text/html

EndNote Export Format

%0 Journal Article
%A Hegarty-Hazel, Elizabeth
%A Prosser, Michael
%D 1991
%T Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics
%J Int. J. Sci. Educ.
%V 13
%N 3
%P 303-312
%@ 0950-0693
%U http://dx.doi.org/10.1080/0950069910130308


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