Type of Document	Master's Thesis
Author	Underwood, John Arthur
Author's Email Address	johnboy1126@yahoo.com
URN	etd-07102012-133351
Title	Do Learning Logs Have An Impact On The Conceptual Mastery Of Force And Motion?
Degree	Master of Natural Sciences (M.N.S.)
Department	Natural Sciences (Interdepartmental Program)
Advisory Committee	Advisor Name Title Slezak, Cyrill Committee Chair Browne, Dana Committee Member Moreno, Juana Committee Member
Keywords	Force Motion Concept Evaluation No Gains Learning Logs Misconceptions
Date of Defense	2012-07-05
Availability	unrestricted
Abstract This two-week study was conducted to investigate the impact Learning Logs have on student conceptual mastery of force, motion, and kinematics. To begin the study a sample of 554 ninth grade students were selected from a suburban public school in Louisiana. The students were randomly divided into experimental and control groups within four teachers’ classrooms. This distribution was to examine the impact of Learning Logs regardless of the teaching style or time of day. Upon the study’s conclusion there was no significant differences noted due to teaching style or time of day. The Force Motion Concept Evaluation (FMCE) was used to establish conceptual knowledge gained throughout the unit. Further analysis of the data was done to see if other variables such as gender, ethnicity, economic status, or student learning exceptionalities had a significant impact on conceptual mastery. None of the aforementioned variables showed statistical significance. The students in this study did not make significant gains on the FMCE. The data showed that students stayed with their personal explanations regardless of the Learning Logs. Students appeared to have held onto their own explanation or an Aristotelian view despite the variables discussed. The persistence of student responses is greater than the random guessing threshold. Students were more likely select and maintain their misconception on the FMCE.
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