Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course

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.

Collections

Brockport Education and Human Development Master's Theses

Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course

Average rating

Cast your vote You can rate an item by clicking the amount of stars they wish to award to this item. When enough users have cast their vote on this item, the average rating will also be shown. Star rating

Author

Keyword

Date Published

Metadata

URI

Abstract

Collections

Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item. When enough users have cast their vote on this item, the average rating will also be shown.

Star rating