The effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics class

dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorRust, Peter Melvin Hooperen
dc.date.accessioned2013-06-25T18:36:46Z
dc.date.available2013-06-25T18:36:46Z
dc.date.issued2011en
dc.description.abstractThis 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.urihttps://scholarworks.montana.edu/handle/1/2169en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.rights.holderCopyright 2011 by Peter Melvin Hooper Rusten
dc.subject.lcshPhysicsen
dc.subject.lcshInquiry-based learningen
dc.subject.lcshProblem solvingen
dc.subject.lcshHigh school studentsen
dc.titleThe effects of inquiry instruction on problem solving and conceptual knowledge in ninth grade physics classen
dc.typeProfessional Paperen
mus.relation.departmentMaster of Science in Science Education.en_US
thesis.catalog.ckey1740365en
thesis.degree.departmentMaster of Science in Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage48en

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