Type:

Other

Description:

Compared the quantitative problem-solving skills of conceptually-taught and traditionally-taught introductory physics students. Found that students taught conceptually through peer instruction performed significantly better on quantitative exam questions for two out of three exams. However, the conceptually taught students were not as satisfied.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

Education,NSDL,Student Satisfaction,Peer Teaching,Undergraduate (Lower Division),conceptual instruction,oai:nsdl.org:2200/20061003063814088T,Education Practices,Instructional Issues,Higher Education,NSDL_SetSpec_439869,Conceptual Approach,Pedagogy,Comparative Analysis,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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