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dc.contributor.advisorChairperson, Graduate Committee: Peggy Taylor.en
dc.contributor.authorWalls, Jay Woodsworthen
dc.date.accessioned2013-06-25T18:44:05Z
dc.date.available2013-06-25T18:44:05Z
dc.date.issued2012en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/2493en
dc.description.abstractThis 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.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, Graduate Schoolen
dc.subject.lcshPhysicsen
dc.subject.lcshPeer teachingen
dc.subject.lcshHigh school studentsen
dc.titlePhysics through collaborationen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2012 by Jay Woodsworth Wallsen
thesis.catalog.ckey1978322en
thesis.degree.committeemembersMembers, Graduate Committee: Genevieve Chabot; Greg Francisen
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage65en
mus.relation.departmentIntercollege Programs for Science Education.en_US


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