東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

What is electric current? An invest...

Brown, Thomas Richmond.

Linked to FindBook

Google Book

Amazon

博客來

What is electric current? An investigation of student difficulties with the ontology of electric current.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What is electric current? An investigation of student difficulties with the ontology of electric current./
Author:	Brown, Thomas Richmond.
Description:	189 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-08, Section: B, page: 3860.
Contained By:	Dissertation Abstracts International64-08B.
Subject:	Physics, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101660
ISBN:	0496492462

What is electric current? An investigation of student difficulties with the ontology of electric current.
Brown, Thomas Richmond.

What is electric current? An investigation of student difficulties with the ontology of electric current. - 189 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: B, page: 3860.

Thesis (Ph.D.)--Montana State University, 2003.

In this dissertation, I describe a research project conducted at Montana State University aimed at enriching understanding of student difficulties with the subject of electric current. Toward this end, I adopted a model of conceptual change described by Michelene Chi in her work entitled, "Conceptual Change Within and Across Ontological Categories: Examples from Learning and Discovery in Science". The centerpiece to this model is the notion that student difficulties with the ontology of a new concept can impede their progress in the classroom. The goals of my research were (1) determining the degree to which errors in ontology are a problem for students studying electric current, (2) discerning specific difficulties that arise from those errors, (3) determining the degree to which existing instructional techniques and curricular materials at Montana State University are effective in addressing those difficulties, and (4) developing new curricular materials to specifically target difficulties stemming from ontological errors.

ISBN: 0496492462Subjects--Topical Terms:

1018488
Physics, General.

What is electric current? An investigation of student difficulties with the ontology of electric current.
LDR:03003nmm 2200289 4500 001 1849361
005 20051206073023.5
008 130614s2003 eng d
020 $a 0496492462
035 $a (UnM)AAI3101660
035 $a AAI3101660
040 $a UnM $c UnM
100 1 $a Brown, Thomas Richmond. $3 1937322
245 1 0 $a What is electric current? An investigation of student difficulties with the ontology of electric current.
300 $a 189 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: B, page: 3860.
500 $a Adviser: Jeffrey P. Adams.
502 $a Thesis (Ph.D.)--Montana State University, 2003.
520 $a In this dissertation, I describe a research project conducted at Montana State University aimed at enriching understanding of student difficulties with the subject of electric current. Toward this end, I adopted a model of conceptual change described by Michelene Chi in her work entitled, "Conceptual Change Within and Across Ontological Categories: Examples from Learning and Discovery in Science". The centerpiece to this model is the notion that student difficulties with the ontology of a new concept can impede their progress in the classroom. The goals of my research were (1) determining the degree to which errors in ontology are a problem for students studying electric current, (2) discerning specific difficulties that arise from those errors, (3) determining the degree to which existing instructional techniques and curricular materials at Montana State University are effective in addressing those difficulties, and (4) developing new curricular materials to specifically target difficulties stemming from ontological errors.
520 $a In pursuit of these research goals, data were gathered from students through individual interviews and through a questionnaire style instrument. The questionnaire was developed using the insight gained in the interview conversations. Analysis of student responses to the questionnaire items reveals that introductory physics students at Montana State University are extremely disposed toward ontological errors in their treatment of electric current. The data gathered from administering the questionnaire to students both prior to and after instruction provided much insight into the specific difficulties that stem from these errors in ontology. Employing the questionnaire in several different instructional environments revealed which strategies and curricular styles were more successful in addressing these difficulties. These data informed the development of new curricular materials. The assessment of the new materials revealed improved efficacy in addressing the specific student difficulties targeted in this study.
590 $a School code: 0137.
650 4 $a Physics, General. $3 1018488
650 4 $a Education, Higher. $3 543175
690 $a 0605
690 $a 0745
710 2 0 $a Montana State University. $3 1255135
773 0 $t Dissertation Abstracts International $g 64-08B.
790 1 0 $a Adams, Jeffrey P., $e advisor
790 $a 0137
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101660