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Relationship between Students' Conceptual Knowledge and Study Strategies-Part I: Student Learning in Physics.
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Hegarty-Hazel, Elizabeth – International Journal of Science Education, 1991
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…
Descriptors: Concept Mapping, Context Effect, Electricity, Foreign Countries
Students' Alternative Conceptions of the Human Circulatory System: A Cross-Age Study.
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Arnaudin, Mary W.; Mintzes, Joel J. – Science Education, 1985
Concept maps and structured/clinical interviews were completed by 25 fourth graders and 25 college freshmen to determine knowledge of the human circulatory system. Students (N=945) at various levels were then measured for misconception frequencies. Student preconceptions appear to be tenacious, but confrontation strategies may assist fundamental…
Descriptors: Academic Achievement, Biology, Cardiovascular System, College Science
Relationship between Students' Conceptual Knowledge and Study Strategies--Part 2: Student Learning in Biology.
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Hegarty-Hazel, Elizabeth; Prosser, Michael – International Journal of Science Education, 1991
Reports on the relationship between students' propositional knowledge, measured by concept mapping tasks, and their study strategies, measured by self-report questionnaires, as it relates to the concept of photosynthesis as presented in a first-year biology course. Results indicate that involved, purposeful study strategies, prompted by relevant…
Descriptors: Biology, College Science, Concept Mapping, Context Effect