Effectiveness of Ninth-Grade Physics in Maine: Conceptual Understanding

Autor/inn/en	O'Brien, Michael J.; Thompson, John R.
Titel	Effectiveness of Ninth-Grade Physics in Maine: Conceptual Understanding
Quelle	In: Physics Teacher, 47 (2009) 4, S.234-239 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
DOI	10.1119/1.3098211
Schlagwörter	Teaching Methods; Grade 9; Science Instruction; Secondary School Science; Instructional Effectiveness; Concept Formation; Scientific Concepts; High School Students; Comparative Analysis; Grade 12; Comprehension; Mechanics (Physics); Interviews; Surveys; Maine + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; School year 09; 9. Schuljahr; Schuljahr 09; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Concept learning; Begriffsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Verstehen; Verständnis; Mechanik; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung
Abstract	The Physics First movement--teaching a true physics course to ninth-grade students--is gaining popularity in high schools. There are several different rhetorical arguments for and against this movement, and it is quite controversial in physics education. However, there is no actual evidence to assess the success, or failure, of this substantial shift in the science teaching sequence. We have undertaken a comparison study of physics classes taught in ninth- and 12th-grade classes in Maine. Comparisons of student understanding and gains with respect to mechanics concepts were made with excerpts from well-known multiple-choice surveys and individual student interviews. Results indicate that both populations begin physics courses with similar content knowledge and specific difficulties, but when learning concepts, ninth-graders are more sensitive to the instructional method used. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10