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International Journal of Science Education
written by Elizabeth Hegarty-Hazel and Michael Prosser
Studies of the relationship between students' propositional knowledge (as measured by concept mapping tasks) and their study strategies (as measured by self-report questionnaires) for electricity in first-year university courses are described. The effect of propositional knowledge and prior knowledge on both conceptual knowledge and study strategies is discussed.
International Journal of Science Education: Volume 13, Issue 3, Pages 303-312
Subjects Levels Resource Types
Education - Basic Research
- Student Characteristics
= Ability
= Skills
Electricity & Magnetism
- General
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
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© 1991
DOI:
10.1080/0950069910130308
ISSN Number:
0950-0693
Keywords:
Concept Mapping, Context Effect, Electricity, Learning Strategies, Prior Learning, Study Skills, concept mapping, propositional knowledge
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
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Record Link
AIP Format
E. Hegarty-Hazel and M. Prosser, , Int. J. Sci. Educ. 13 (3), 303 (1991), WWW Document, (https://doi.org/10.1080/0950069910130308).
AJP/PRST-PER
E. Hegarty-Hazel and M. Prosser, Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics, Int. J. Sci. Educ. 13 (3), 303 (1991), <https://doi.org/10.1080/0950069910130308>.
APA Format
Hegarty-Hazel, E., & Prosser, M. (1991). Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics. Int. J. Sci. Educ., 13(3), 303-312. Retrieved December 7, 2024, from https://doi.org/10.1080/0950069910130308
Chicago Format
Hegarty-Hazel, Elizabeth, and Michael Prosser. "Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics." Int. J. Sci. Educ. 13, no. 3, (1991): 303-312, https://doi.org/10.1080/0950069910130308 (accessed 7 December 2024).
MLA Format
Hegarty-Hazel, Elizabeth, and Michael Prosser. "Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics." Int. J. Sci. Educ. 13.3 (1991): 303-312. 7 Dec. 2024 <https://doi.org/10.1080/0950069910130308>.
BibTeX Export Format
@article{ Author = "Elizabeth Hegarty-Hazel and Michael Prosser", Title = {Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics}, Journal = {Int. J. Sci. Educ.}, Volume = {13}, Number = {3}, Pages = {303-312}, Year = {1991} }
Refer Export Format

%A Elizabeth Hegarty-Hazel %A Michael Prosser %T Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics %J Int. J. Sci. Educ. %V 13 %N 3 %D 1991 %P 303-312 %U https://doi.org/10.1080/0950069910130308 %O text/html

EndNote Export Format

%0 Journal Article %A Hegarty-Hazel, Elizabeth %A Prosser, Michael %D 1991 %T Relationship between students' conceptual knowledge and study strategies-part I: student learning in physics %J Int. J. Sci. Educ. %V 13 %N 3 %P 303-312 %@ 0950-0693 %U https://doi.org/10.1080/0950069910130308


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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.

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