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International Journal of Science Education
written by David Shipstone and Peter Cheng
A new approach to the teaching of electricity is described that uses box and AVOW diagrams, novel representations of the properties of the electric circuit which portray current, voltage, resistance and power. The diagrams have been developed as aids to learning, understanding and problem solving. They also have the potential to promote conceptual change by challenging a number of commonly held misconceptions. The diagrams have been incorporated into A-level teaching materials on d.c. circuit theory and the rationale for this approach is contrasted with a number of strategies that have previously been reported. Part 2 of this paper (Cheng and Shipstone, International Journal of Science Education, in press) will present the results of preliminary school-based trials.
International Journal of Science Education: Volume 25, Issue 2, Pages 193-204
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Education Foundations
- Alternative Conceptions
Education Practices
- Pedagogy
General Physics
- Physics Education Research
- Lower Undergraduate
- High School
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Access Rights:
Available by subscription
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© 2003 Taylor & Francis Group
Additional information is available.
DOI:
10.1080/09500690210163206
Keywords:
Cognitive Development, Concept Formation, Conceptual Change, Electric Circuits, Electricity, Learning Strategies, Physics, Problem Solving, Science Education, Secondary Education, Teaching Methods
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
November 3, 2005 by Vince Kuo
Last Update
when Cataloged:
January 1, 2003
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AIP Format
D. Shipstone and P. Cheng, , Int. J. Sci. Educ. 25 (2), 193 (2003), WWW Document, (https://doi.org/10.1080/09500690210163206).
AJP/PRST-PER
D. Shipstone and P. Cheng, Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 1: Representational design and instructional approaches, Int. J. Sci. Educ. 25 (2), 193 (2003), <https://doi.org/10.1080/09500690210163206>.
APA Format
Shipstone, D., & Cheng, P. (2003, January 1). Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 1: Representational design and instructional approaches. Int. J. Sci. Educ., 25(2), 193-204. Retrieved December 8, 2024, from https://doi.org/10.1080/09500690210163206
Chicago Format
Shipstone, David, and Peter Cheng. "Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 1: Representational design and instructional approaches." Int. J. Sci. Educ. 25, no. 2, (January 1, 2003): 193-204, https://doi.org/10.1080/09500690210163206 (accessed 8 December 2024).
MLA Format
Shipstone, David, and Peter Cheng. "Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 1: Representational design and instructional approaches." Int. J. Sci. Educ. 25.2 (2003): 193-204. 8 Dec. 2024 <https://doi.org/10.1080/09500690210163206>.
BibTeX Export Format
@article{ Author = "David Shipstone and Peter Cheng", Title = {Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 1: Representational design and instructional approaches}, Journal = {Int. J. Sci. Educ.}, Volume = {25}, Number = {2}, Pages = {193-204}, Month = {January}, Year = {2003} }
Refer Export Format

%A David Shipstone %A Peter Cheng %T Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 1: Representational design and instructional approaches %J Int. J. Sci. Educ. %V 25 %N 2 %D January 1, 2003 %P 193-204 %U https://doi.org/10.1080/09500690210163206 %O text/html

EndNote Export Format

%0 Journal Article %A Shipstone, David %A Cheng, Peter %D January 1, 2003 %T Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 1: Representational design and instructional approaches %J Int. J. Sci. Educ. %V 25 %N 2 %P 193-204 %8 January 1, 2003 %U https://doi.org/10.1080/09500690210163206


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