A Force Concept Correlation Study with Instructional Methods, Anxiety, Perceptions of Difficulty and Student Background Variables.Report as inadecuate




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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. (Contains 35 references.) (WRM)

Descriptors: Anxiety, Constructivism (Learning), Educational Background, Force, Higher Education, Knowledge Level, Mechanics (Physics), Misconceptions, Parent Education, Physics, Science Teachers, Scientific Concepts, Sex Differences, Teacher Education, Teaching Methods











Author: Grim, Nancy C.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9130&id=ED438164



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