Year: 2012
Type: article
Study design: Clinical Trial
Abstract: This 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.
Author: Jay Woodsworth. Walls
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2169116184