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This research investigated the ways in which students interact with Constructing Physics Understanding (CPU) curriculum in an instructional unit focusing on waves and sound. The research was conducted at University of San Carlos, Philippines with six students. We draw on the constructivist philosophy and employ a phenomenographic approach in our analysis of student conversation during the activity. The dynamic transfer model developed previously was the analytical framework used to map out students' development of ideas as they worked through the instructional materials in this CPU unit.
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