The effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics class
dc.contributor.advisor | Chairperson, Graduate Committee: Peggy Taylor. | en |
dc.contributor.author | Rust, Peter Melvin Hooper | en |
dc.date.accessioned | 2013-06-25T18:36:46Z | |
dc.date.available | 2013-06-25T18:36:46Z | |
dc.date.issued | 2011 | en |
dc.description.abstract | This project documents the impact of inquiry instruction on two ninth grade physics classes. Problem solving skills, conceptual knowledge, and students' reactions to the teaching style were assessed while students studied rotational motion and energy. Students showed improvements in both problem solving skill and conceptual knowledge when they learned a topic using the inquiry model. Students generally preferred the traditional, non-inquiry style lessons. | en |
dc.identifier.uri | https://scholarworks.montana.edu/handle/1/2169 | en |
dc.language.iso | en | en |
dc.publisher | Montana State University - Bozeman, Graduate School | en |
dc.rights.holder | Copyright 2011 by Peter Melvin Hooper Rust | en |
dc.subject.lcsh | Physics | en |
dc.subject.lcsh | Inquiry-based learning | en |
dc.subject.lcsh | Problem solving | en |
dc.subject.lcsh | High school students | en |
dc.title | The effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics class | en |
dc.type | Professional Paper | en |
mus.relation.department | Master of Science in Science Education. | en_US |
thesis.catalog.ckey | 1740365 | 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 | 48 | en |
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