Journal Article Detail Page
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
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=2720">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.</a>
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 5, 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 5 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. 5 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 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
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. The MLA Style presented is based on information from the MLA FAQ. |
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