Date of Award

7-2008

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

The interactive-engagement techniques of Peer Instruction and context rich problems were implemented in a secondary physics classroom. The study took place during a three-week direct current unit. The relationships between interactive-engagement, self-efficacy, and conceptual understanding are discussed. The role of gender is also considered. Student perspectives on Peer Instruction and context rich problems are reported and recommendations for implementing these teaching strategies are made.

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