Abstract
The effects of strategic knowledge and discipline knowledge on ninth grade students' performances in theory articulation when explaining physics concepts were investigated using three experiments. The strategic knowledge of applying scientific theories in explanations was found to have significant (p < 0.05) positive effects on students' performances. The positive effects were, however, greater among high achievers than low achievers. Discipline knowledge, on the other hand, was found to have significant (p < 0.05) positive effects on students' performances, regardless of whether they are high achievers or low achievers. Additionally, the effect size of discipline knowledge was greater than the effect size of strategic knowledge. The results w ere interpreted as giving support to the predictions of a generative theory of theory articulation.
| Keywords: | strategic knowledge; discipline knowledge; students' performance |
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