Abstract
Previous research has indicated that students' prior inaccurate conceptions about physical concepts interfere with the solution to physics problems and the acquisition of new concepts. In the present study, the effects of students misconceptions, declarative knowledge, and stimulus conditions on student solution to a problem in basic electricity were investigated. The results indicated that students performance was influenced by their knowledge of relevant declarative facts and the stimulus conditions of the experiment as well as by their models (or misconceptions) of the electrical situations. The theoretical and educational implications of the findings are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
