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Sharon K. Chambers and Thomas Andre
This article, presents a study investigating relationships between gender, interest, and experience in electricity. The authorws 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
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=4360">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.</a>
AIP Format
S. Chambers and T. Andre, , J. Res. Sci. Teaching 34 (2), 107 (1997), WWW Document, (https://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), <https://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 May 1, 2025, from https://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, https://doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X (accessed 1 May 2025).
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 May 2025 <https://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 https://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 https://doi.org/10.1002/(SICI)1098-2736(199702)34:2<107::AID-TEA2>3.0.CO;2-X Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. 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. The MLA Style presented is based on information from the MLA FAQ. |
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