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Sixth-grade students' conceptions of...

Slone, Katrina Ann.

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Sixth-grade students' conceptions of magnets and magnetic phenomena before and after inquiry-based instruction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Sixth-grade students' conceptions of magnets and magnetic phenomena before and after inquiry-based instruction./
作者:	Slone, Katrina Ann.
面頁冊數:	113 p.
附註:	Adviser: Ron Atwood.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3259186

Sixth-grade students' conceptions of magnets and magnetic phenomena before and after inquiry-based instruction.
Slone, Katrina Ann.

Sixth-grade students' conceptions of magnets and magnetic phenomena before and after inquiry-based instruction. - 113 p.

Adviser: Ron Atwood.

Thesis (Ed.D.)--University of Kentucky, 2007.

Keywords. Magnets, Conceptual Change, Inquiry-based Instruction, Clinical Interviews, Middle School StudentsSubjects--Topical Terms:

1017897
Education, Sciences.

Sixth-grade students' conceptions of magnets and magnetic phenomena before and after inquiry-based instruction.
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100 1 $a Slone, Katrina Ann. $3 1266897
245 1 0 $a Sixth-grade students' conceptions of magnets and magnetic phenomena before and after inquiry-based instruction.
300 $a 113 p.
500 $a Adviser: Ron Atwood.
500 $a Source: Dissertation Abstracts International, Volume: 68-04, Section: A, page: 1393.
502 $a Thesis (Ed.D.)--University of Kentucky, 2007.
520 $a Keywords. Magnets, Conceptual Change, Inquiry-based Instruction, Clinical Interviews, Middle School Students
520 $a The purpose of this qualitative study was to describe the understandings a group of students held about magnets and magnetic phenomena before and after instruction. This primarily qualitative study focused on the conceptual understandings of a group of rural sixth grade students. Data were obtained through pre and post-instruction interviews with a group of 26 students. Instruction used during this study was based on Physics by Inquiry instructional materials by Lillian McDermott (1996) and her associates. The instructional strategies were framed in a learning cycle design and included three phases of instruction: exploration, concept naming, and application. During the interviews, students were asked questions related to carefully chosen props, some of which they were able to manipulate in a limited way. Inductive data analysis was used to create a rubric to classify student responses into three categories: non-scientific, transitional, and scientific.
520 $a Results indicate that prior to instruction most of the sixth grade students in the study were very likely to hold non-scientific conceptions of magnets and magnetic phenomena. After instruction fewer students held non-scientific conceptions and most students held at least some scientific understandings. It was concluded that the instruction was somewhat effective in promoting desirable conceptual change, however not as effective as hoped, as many students continued to hold some non-scientific conceptions, especially about certain phenomena. The findings provide some evidence of common non-scientific conceptions among sixth grade students and suggestions for instruction related to those conceptions.
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773 0 $t Dissertation Abstracts International $g 68-04A.
790 $a 0102
790 1 0 $a Atwood, Ron, $e advisor
791 $a Ed.D.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3259186