(Montana State University - Bozeman, College of Letters & Science, 2018) Tschanz, Chad M.; Chairperson, Graduate Committee: Greg Francis
Introductory physics students have demonstrated unsatisfactory learning gains after traditional energy instruction. Energy instruction was adapted to include pictorial system diagrams, energy bar graphs, and interactive physical modeling. Learning gains of students who received adapted instruction was compared to students who received traditional instruction. Students who participated in the adapted instruction showed slightly greater gains in interpretation of lab data compared to those students who received traditional instruction. There was no significant difference in gains noticed on traditional assessments of work and energy concepts. No significant differences in preference for student-led interactive physical modeling over traditional instruction was found.
