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dc.contributor.authorHosey, Daniel M.
dc.date.accessioned2021-09-07T21:51:46Z
dc.date.available2021-09-07T21:51:46Z
dc.date.issued2008-07-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5429
dc.description.abstractThe 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.
dc.subjectPhysics
dc.subjectPeer Instruction
dc.subjectSecondary Education
dc.titleInteractive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course
dc.typethesis
refterms.dateFOA2021-09-07T21:51:46Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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