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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorWaller, Jessica Joen
dc.date.accessioned2019-01-25T23:38:27Z
dc.date.available2019-01-25T23:38:27Z
dc.date.issued2018en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/14817en
dc.description.abstractOvercoming students' misconceptions is a real problem for science teachers. Much of what we understand about the world comes from personal experience and if that experience led to an incorrect conception, then that incorrect conception can be very hard to overcome. This study aims to help determine if using the Conceptual Change Model can help students overcome misconceptions better than a traditional teaching approach. Two units were compared. One was taught using the conceptual change model and one using the traditional model of teaching. Students were given a pre- and post-test of conceptions for each unit, a pre- and post-survey of attitudes and pre- and post-interviews were conducted. Results indicated a small difference between the improvement of scores for the two unit. The unit taught with the Conceptual Change Model resulted in a slightly larger increase in scores than the unit taught using traditional methods.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshPhysicsen
dc.subject.lcshHigh school studentsen
dc.subject.lcshExperiential learningen
dc.subject.lcshConcept learningen
dc.subject.lcshReasoningen
dc.titleThe effect of the conceptual change model on misconceptions in 9th grade physicsen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2018 by Jessica Jo Walleren
thesis.degree.committeemembersMembers, Graduate Committee: C. John Graves; Kenneth Taylor.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage153en
mus.data.thumbpage102en


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