Skip to main content
SpringerLink
Log in

A phenomenographic study of students' intuitive and conceptual understanding of certain electrical phenomena

  • Published:
Instructional Science Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

References

  • Biggs, J.B. & Collis, K.F. (1982).Evaluating the Quality of Learning: The SOLO Taxonomy. New York: Academic Press.

    Google Scholar 

  • Brna, P. (1988). Confronting misconceptions in the domain of simple electrical circuits.Instructional Science 17: 29–55.

    Google Scholar 

  • Entwistle, N.J. & Ramsden, P. (1983).Understanding Student Learning. London: Croom Helm.

    Google Scholar 

  • Entwistle, N. & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments.Higher Education, 19: 169–194.

    Google Scholar 

  • Laurillard, D., Lindstrom, B., Marton, F. & Ottoson, T. (1991).Computer Simulation as a Tool for Developing Intuitive and Conceptual Understanding. (Report No. 12). Gothenburg: Gothenburg University, Department of Education and Educational Research.

    Google Scholar 

  • Marton, F. (1988). Describing and improving learning, in R. Schmeck, ed.,Learning Strategies and Learning Styles. New York: Plenum Press.

    Google Scholar 

  • Osborne, R. & Freyberg, P. (1985).Learning in Science: The Implications of Childrens' Science. Auckland: Heineman.

    Google Scholar 

  • Prosser, M. & Millar, R. (1989). The ‘how’ and ‘what’ of learning physics.European Journal of Psychology of Education 4: 513–528.

    Google Scholar 

  • Trigwell, K. & Presser, M. (1991a). Improving the quality of student learning: The influence of learning context and student approaches to learning on learning outcomes.Higher Education 22: 251–266.

    Google Scholar 

  • Trigwell, K. & Prosser, M. (1991b) Relating approaches to study and quality of learning outcomes at the course level.British Journal of Educational Psychology 61: 265–275.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. La Trobe University, Bundoora, 3083, Melbourne, Vic, Australia

    Michael Prosser

Authors
  1. Michael Prosser
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

About this article

Cite this article

Prosser, M. A phenomenographic study of students' intuitive and conceptual understanding of certain electrical phenomena. Instr Sci 22, 189–205 (1994). https://doi.org/10.1007/BF00892242

Download citation

  • Accepted:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF00892242

Keywords

Search

Navigation