Type:

Other

Description:

This study found no significant relations between junior high school students' (n=50) prior alternative frameworks on energy and their cognitive levels of operation. Significant differences in learning outcomes were achieved by students (n=29) who had higher cognitive level scores. The extent to which students succeeded in learning the energy concept was a function of their prior knowledge.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

Physics,Middle School,NSDL,Scientific Concepts,Secondary School Science,Energy,Life Science,Education Foundations,Junior High Schools,Higher Education,NSDL_SetSpec_439869,Graduate/Professional,Cognition,Science Education Research,Misconceptions,oai:nsdl.org:2200/20061121141657733T,Education,Prior Learning,Developmental Stages,Cognition Development,Alternative Conceptions

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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