STUDENTS' CONCEPTUAL UNDERSTANDING OF NEWTONIAN MECHANICS AND ITS CONNECTION WITH INSTRUCTORS' PEDAGOGICAL CONTENT KNOWLEDGE

MENGESHA, AYENE

dc.contributor.author	MENGESHA, AYENE
dc.date.accessioned	2017-08-04T04:48:01Z
dc.date.available	2017-08-04T04:48:01Z
dc.date.issued	2017-08-04
dc.identifier.uri	http://hdl.handle.net/123456789/7611
dc.description	In Partial Fulfillment of the Requirements for the Degree of MASTERS OF EDUCATION IN PHYSICS	en_US
dc.description.abstract	The purposes of this study is to examine the level of conceptual understanding of introductory physics and mathematics students have after a conventional calculus based mechanics instruction. In addition Instructors' beliefs, conceptions Le., peda gogical content knowledge especially the role of experiment and the role of the concept of interaction in teaching mechanics and its influence on students' conceptual un derstanding measured with a well known standardized multiple choice test, the Force ) Concept Inventory (FCI) is explored. The FCI results for 121 introductory physics and mathematics students displayed that more than half of the students participat ing in the research were not able to apply Newton's laws to various contexts and did not achieve the minimum level of understanding the Newtonian mechanics during a calculus based mechanics instruction at the university. Only about to 14.9% of the students had achieved a threshold for mastering basic concept of Newtonian mechan ics.	en_US
dc.subject	PHYSICS	en_US
dc.title	STUDENTS' CONCEPTUAL UNDERSTANDING OF NEWTONIAN MECHANICS AND ITS CONNECTION WITH INSTRUCTORS' PEDAGOGICAL CONTENT KNOWLEDGE	en_US
dc.type	Thesis	en_US