Type:

Other

Description:

The notion of students’ conceptual coherence is introduced in this thesis to clarify what is meant by conceptual understanding. Students’ conceptual coherence is divided into three aspects: contextual, representational, and conceptual framework coherence. The abilities required by the conceptual coherence are discussed as well as ways of evaluating it in the case of the force concept. A new research-based instructional approach to foster students’ conceptual coherence of the force concept and related kinematics is introduced and validated: it brings together interactive-engagement teaching methods and the research on students' difficulties with the target domain.

Subjects:

  • Education > General

Education Levels:

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

Keywords:

NSDL,Active Learning,Education Foundations,Research Design & Methodology,General,Assessment,Social Sciences,Graduate/Professional,TUG-K,Interactive Conceptual Instruction,Ability,Student Characteristics,Representations,Sample Population,Higher Education,force concept,oai:nsdl.org:2200/20090605214119502T,Learning Theory,Background: English as a Second Language,FCI,Pedagogy,FMCE,Physics,Instructional Issues,Communication,Education Practices,High School,NSDL_SetSpec_439869,Vocational/Professional Development Education,Instruments,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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