Chairperson, Graduate Committee: Peggy Taylor.Ramakrishna, Jayanthi2013-12-182013-12-182013https://scholarworks.montana.edu/handle/1/2823This study investigated the effects of using guided inquiry with technology, including simulations and virtual labs on student understanding of concepts in an Advanced Placement Physics Class. The students used simulations and virtual labs to learn concepts in electricity such as Kirchhoff's laws and electrostatics. The data collection instruments included pre and postunit assessments, surveys, concept interviews, self-evaluation, and observation by a colleague to determine the effects of using guided inquiry with technology in the understanding and long-term memory of physics concepts, students' interest, attitude and motivation, and attitude of the teacher. There was an increase in students' interest and motivation and also an increased enthusiasm and positive outlook on the part of the teacher after the treatment. The study of the effect of the treatments on concept understanding and long-term memory produced mixed results and was inconclusive.enPhysicsInquiry-based learningEducational technologyHigh school studentsProfessional PaperCopyright 2013 by Jayanthi Ramakrishna