Chairperson, Graduate Committee: Peggy Taylor.Walls, Jay Woodsworth2013-06-252013-06-252012https://scholarworks.montana.edu/handle/1/2493This investigation utilized collaborative strategies to look at how a more social approach to teaching physics curriculum would affect students' interest, knowledge and self-efficacy towards the science of physics. Students went on field trips to meet physicists and worked together in the regular classroom on physics concept questions through Interactive Engagement teaching methods called the 'Collaborative Group Concept Conflict Process' and 'Physics by Inquiry'. The Force Concept Inventory was used as a formative and summative assessment tool and student percentiles ranked at the top of existing data that utilizes Normalized Gain as a formula for summative assessment. It was found that students gained curricular knowledge, interest and self-efficacy towards the field of physics.enPhysicsPeer teachingHigh school studentsProfessional PaperCopyright 2012 by Jay Woodsworth Walls