You are here:

Tuition and Memory: Mental Models and Cognitive Processing in Japanese Children's Work on D.C. Electrical Circuits
ARTICLE

, ,

Research in Science & Technological Education Volume 18, Number 2, ISSN 0263-5143

Abstract

Focuses on the familiar problem of students' understanding of elementary electrical circuits from a much neglected point of view. Suggests that the patterning commonly found in students' ideas might have its roots in the cognitive processing with which students operate their mental models of d.c. electrical circuits. Studies Japanese 10-11 year olds living in the United Kingdom. (Contains 44 references.) (Author/YDS)

Citation

Asami, N., King, J. & Monk, M. (2000). Tuition and Memory: Mental Models and Cognitive Processing in Japanese Children's Work on D.C. Electrical Circuits. Research in Science & Technological Education, 18(2), 141. Retrieved November 18, 2019 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords