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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorMahoney, Jill D.en
dc.date.accessioned2013-06-25T18:40:46Z
dc.date.available2013-06-25T18:40:46Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1776en
dc.description.abstractStudents with weak visual/spatial thinking skills often perform poorly in mathematics and science. The high school juniors I teach who had low scores on a test of visual/spatial ability also had low scores on their physics assessments. The treatment in this action research project was to provide instruction in visual/spatial thinking by using a tangible object (in particular cardboard vectors) that the student could manipulate at first then guide the students to use their "mind's eye" to manipulate the images without the manipulatives. A large majority of the students have shown significant improvement in both their visual/spatial skills and their understanding of basic physics.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshPhysicsen
dc.subject.lcshVector analysisen
dc.subject.lcshHigh school studentsen
dc.titleThe effect of instruction of visual/spatial thinking skills on learning physics conceptsen
dc.typeProfessional Paperen
dc.rights.holderCopyright Jill D Mahoney 2012en
thesis.catalog.ckey1978192en
thesis.degree.committeemembersMembers, Graduate Committee: Walter Woolbaugh; Gregory Reinemeren
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage61en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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