BDU IR

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

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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


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