Type:

Other

Description:

This paper reports on a study that used Hestenes' Force Concept Inventory (FCI) to describe Newtonian force concepts and misconception belief systems held by preservice teachers in physical science and physics students attending an urban university in Chicago, Illinois. Results indicate that constructivist instruction in force concepts was of higher quality than traditional instruction. Several significant correlations are also reported between FCI scores and parental education level, the number of science and math courses taken in high school or college, gender, science/math anxiety, and perception of difficulty scores in science and math. An annotated bibliography and copies of questionnaires used in the study are included in the appendices.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

oai:nsdl.org:2200/20061213014111275T,NSDL,Gender Issues,Education Foundations,Undergraduate (Lower Division),Higher Education,Cultural Issues,Misconceptions,Mechanics (Physics),Constructivism (Learning),Educational Background,Graduate/Professional,Societal Issues,Parent Education,Social Sciences,Scientific Concepts,Life Science,Teacher Characteristics,Anxiety,Sex Differences,Physics,Force,Knowledge Level,Content Knowledge,Teacher Education,Science Teachers,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education,Teaching Methods

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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