The effects of interactive engagement on motivation, participation and conceptual understanding in high school physics

dc.contributor.advisor	Chairperson, Graduate Committee: Peggy Taylor.	en
dc.contributor.author	Ritter, Mary Seabrook	en
dc.date.accessioned	2013-06-25T18:39:22Z
dc.date.available	2013-06-25T18:39:22Z
dc.date.issued	2011	en
dc.description.abstract	The purpose of this study was to determine if there was a correlation between student motivation and participation in the understanding of physics concepts. Participation of students did increase with the introduction of interactive engagement. Cooperative group work (one type of interactive engagement) did not show any higher increase in learning of the material as compared with lecture format, although students reported experiencing more motivation during interactive engagement.	en
dc.identifier.uri	https://scholarworks.montana.edu/handle/1/2136	en
dc.language.iso	en	en
dc.publisher	Montana State University - Bozeman, Graduate School	en
dc.rights.holder	Copyright 2011 by Mary Seabrook Ritter	en
dc.subject.lcsh	Active learning	en
dc.subject.lcsh	Motivation in education	en
dc.subject.lcsh	Physics	en
dc.subject.lcsh	High school students	en
dc.title	The effects of interactive engagement on motivation, participation and conceptual understanding in high school physics	en
dc.type	Professional Paper	en
mus.relation.department	Master of Science in Science Education	en_US
thesis.catalog.ckey	1731201	en
thesis.degree.department	Master of Science in Science Education	en
thesis.degree.genre	Professional Paper	en
thesis.degree.name	MS	en
thesis.format.extentfirstpage	1	en
thesis.format.extentlastpage	38	en

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