Type:

Other

Description:

The authors of this research study investigate the context dependency of students’ learning and how context issues affect students’ understanding. They argue that the development of diagnostic tools should follow from extensive qualitative research that reveals the subtle relations between contexts and the development of students' knowledge. The researchers present initial results within the framework of developing a model based diagnostic instrument for the learning and instruction of electricity and magnetism.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

Undergraduate (Lower Division),oai:nsdl.org:2200/20061213013332571T,Assessment,NSDL,Electric Fields and Potential,PERC 2001,student comprehension,Conceptual Assessment,Physics,Higher Education,NSDL_SetSpec_439869,Education Foundations,Electricity & Magnetism,student improvement,Education,students' knowledge,diagnostic instrument,Graduate/Professional,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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