Investigates whether replacing a single traditional laboratory activity with a widely-used, non-microcomputer-based laboratory, research-based activity could produce improved conceptual understanding of a topic in electricity. Shows that a single instructional experience utilizing the research-based tutorial materials is superior to a traditional quantitative laboratory experience for conceptual understanding.
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Keywords:Concept Formation,Undergraduate (Lower Division),Higher Education,NSDL,Engineering Education,Electricity,Instructional Material Design,oai:nsdl.org:2200/20061003063537069T,Education Practices,Physics,Education,Engineering,Science Activities,NSDL_SetSpec_439869,Science Laboratories,Vocational/Professional Development Education,Physics Education Research,Teaching Methods,General Physics,Graduate/Professional,Science Instruction
Access Privileges:Public - Available to anyone
License Deed:Creative Commons Attribution Non-Commercial Share Alike