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International Journal of Science Education
written by Peter Cheng and David Shipstone
This study presents results from preliminary trials that suggest that the program devised helped UK Year 12 (A-level) learners develop useful concepts of current and voltage, acquire a more integrated understanding of circuit behavior, and overcome their tendencies towards localized and sequential reasoning. Provides learners with a valuable aid for problem solving.
International Journal of Science Education: Volume 25, Issue 3, Pages 291-305
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
General Physics
- Physics Education Research
- High School
- Middle School
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Educators
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Formats:
text/html
application/pdf
non-digital
Access Rights:
Available by subscription
Restriction:
© 2003 Taylor & Francis Group
DOI:
10.1080/09500690210163215
Keywords:
Concept Formation, Electric Circuits, Foreign Countries, Learning Strategies, Physics, Problem Solving, Science Instruction, Secondary Education, United Kingdom
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
June 24, 2009 by Lyle Barbato
Last Update
when Cataloged:
January 1, 2003
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
P. Cheng and D. Shipstone, , Int. J. Sci. Educ. 25 (3), 291 (2003), WWW Document, (https://doi.org/10.1080/09500690210163215).
AJP/PRST-PER
P. Cheng and D. Shipstone, Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 2: Their impact on student learning at A-Level, Int. J. Sci. Educ. 25 (3), 291 (2003), <https://doi.org/10.1080/09500690210163215>.
APA Format
Cheng, P., & Shipstone, D. (2003, January 1). Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 2: Their impact on student learning at A-Level. Int. J. Sci. Educ., 25(3), 291-305. Retrieved September 30, 2022, from https://doi.org/10.1080/09500690210163215
Chicago Format
Cheng, Peter, and David Shipstone. "Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 2: Their impact on student learning at A-Level." Int. J. Sci. Educ. 25, no. 3, (January 1, 2003): 291-305, https://doi.org/10.1080/09500690210163215 (accessed 30 September 2022).
MLA Format
Cheng, Peter, and David Shipstone. "Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 2: Their impact on student learning at A-Level." Int. J. Sci. Educ. 25.3 (2003): 291-305. 30 Sep. 2022 <https://doi.org/10.1080/09500690210163215>.
BibTeX Export Format
@article{ Author = "Peter Cheng and David Shipstone", Title = {Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 2: Their impact on student learning at A-Level}, Journal = {Int. J. Sci. Educ.}, Volume = {25}, Number = {3}, Pages = {291-305}, Month = {January}, Year = {2003} }
Refer Export Format

%A Peter Cheng %A David Shipstone %T Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 2: Their impact on student learning at A-Level %J Int. J. Sci. Educ. %V 25 %N 3 %D January 1, 2003 %P 291-305 %U https://doi.org/10.1080/09500690210163215 %O text/html

EndNote Export Format

%0 Journal Article %A Cheng, Peter %A Shipstone, David %D January 1, 2003 %T Supporting learning and promoting conceptual change with box and AVOW diagrams. Part 2: Their impact on student learning at A-Level %J Int. J. Sci. Educ. %V 25 %N 3 %P 291-305 %8 January 1, 2003 %U https://doi.org/10.1080/09500690210163215


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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.

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