A Case Study of the Impact of a Reformed Science Curriculum on Student Attitudes and Learning in a Secondary Physics Classroom

Autor/in	Molotsky, Gregg Jeremy
Titel	A Case Study of the Impact of a Reformed Science Curriculum on Student Attitudes and Learning in a Secondary Physics Classroom
Quelle	(2011), (162 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Drexel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1247-6564-8
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; Physics; Case Studies; Science Curriculum; Secondary School Students; Educational Change; Scientific Concepts; Science Instruction; Surveys; Interviews; Attitude Change; Observation; Teacher Attitudes; Inquiry; Hands on Science; Educational Research; Science Teachers; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Physik; Case study; Fallstudie; Case Study; Sekundarschüler; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Attitudinal change; Einstellungsänderung; Beobachtung; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	This case study examined the impact of the application of an inquiry-based concept related physics curriculum on student attitudes and learning in a secondary physics classroom in southern New Jersey. Students who had previously used a traditional physics curriculum were presented with a 10 week inquiry-based concept related physics curriculum on electricity and magnetism. The study utilized observations, a pre/post attitudinal survey, interviews of students and teachers about their perceptions of the inquiry-based curriculum, and artifact analysis of student work. The results showed a positive change in students' attitude in four of the eight categories designated in the CLASS survey. The observations, interviews and artifact analysis revealed that students were more engaged in learning physics through their discoveries in relating physics concepts to real world applications, a growing personal interest in the value and relevance of science learning and a disconnect between the students' and teacher's perceptions about what is important in learning physics. The study recommends that the rigidity of a traditional physics curriculum with its emphasis on covering many topics and the mathematical language of physics should give way to more inquiry-based concept related curriculum that incorporates exploration, hands-on inquiry activities, and real world connections. The research supports that better efforts be made to familiarize current and future secondary physics educators with the body of research that establishes the benefits of inquiry-based concept related curriculum on physics students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10