Type:

Other

Description:

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.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

NSDL,Electricity,Education Foundations,Text Structure,Knowledge Representation,oai:nsdl.org:2200/20080905113136416T,Misconceptions,Social Sciences,Graduate/Professional,Ability,Student Characteristics,Life Science,Sample Population,Concept Formation,Undergraduate (Lower Division),Higher Education,Cognitive Structures,Instructional Material Design,Gender: Female,Sex Differences,Physics,Cognitive Psychology,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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