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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorTisch, Alexander Johnen
dc.date.accessioned2017-03-21T20:16:53Z
dc.date.available2017-03-21T20:16:53Z
dc.date.issued2016en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/10102en
dc.description.abstractThe purpose of this project was to assess the impact of implementing Harkness discussion method and more inquiry-based lab exercises on three ninth grade physics classes. Student attitudes and confidence were assessed before and after replacing lectures and standard lab procedures with Harkness style class discussions and inquiry-based exercises. Student scores on regular unit tests, homework assignments and other exercises were used to assess the effect of the new teaching techniques on student performance. Students did not show improvement in attitude and confidence but their performance and overall understanding improved. Students generally enjoyed the new approach and would like to continue using discussions instead of traditional lectures.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshHigh school studentsen
dc.subject.lcshPhysicsen
dc.subject.lcshStudents--Attitudesen
dc.subject.lcshInquiry-based learningen
dc.titleThe impact of a combined inquiry-based approach and Harkness style approach on students' attitude and confidenceen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2016 by Alexander John Tischen
thesis.degree.committeemembersMembers, Graduate Committee: Kenneth Taylor; Walter Woolbaugh.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage72en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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