Loading...
Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course
Journal Title
Keywords
Readers/Advisors
Journal Title
Term and Year
Publication Date
2008-07-01
Book Title
Publication Volume
Publication Issue
Publication Begin
Publication End
Number of pages
Files
Research Projects
Organizational Units
Journal Issue
Abstract
The interactive-engagement techniques of Peer Instruction and context rich problems were implemented in a secondary physics classroom. The study took place during a three-week direct current unit. The relationships between interactive-engagement, self-efficacy, and conceptual understanding are discussed. The role of gender is also considered. Student perspectives on Peer Instruction and context rich problems are reported and recommendations for implementing these teaching strategies are made.