Title page for ETD etd-07072010-140653


Type of Document Master's Thesis
Author Cox, Daniel C.
Author's Email Address dcox1@ebrschools.org
URN etd-07072010-140653
Title Is a Student's Conceptual knowledge Affected by Their Vocabulary Instruction?
Degree Master of Natural Sciences (M.N.S.)
Department Natural Sciences (Interdepartmental Program)
Advisory Committee
Advisor Name Title
Browne, Dana Committee Chair
Cherry, Mike Committee Member
Watkins, Steve Committee Member
Keywords
  • direct instruction
  • indirect instruction
  • Welch t-test
Date of Defense 2010-07-02
Availability unrestricted
Abstract
The following paper explores the possible relationship between the manner in which a student is taught vocabulary in a high school physics classroom and the ability of those students to correctly answer physics conceptual questions. Two high school physics classes taught by the same teacher (eight or nine students in one and seventeen in the other) received identical instruction throughout multiple units with the exception of vocabulary instruction. Differences were observed in the studentsí ability to correctly answer conceptual questions in only one topic, heat. The students did not get better at answering a question concerning a phase change or another question that the direct instruction group already knew (80% of the students got the right answer on the pretest and kept that same answer on the posttest).
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