Title page for ETD etd-07102014-114015


Type of Document Master's Thesis
Author Arseneault, Mark E.
Author's Email Address marsen2@lsu.edu
URN etd-07102014-114015
Title The Effects of Modeling Instruction in a High School Physics Classroom
Degree Master of Natural Sciences (M.N.S.)
Department Natural Science
Advisory Committee
Advisor Name Title
Browne, Dana Committee Chair
Cherry, Mike Committee Member
Slezak, Cyrill Committee Member
Keywords
  • modeling
  • instruction
  • CTSR
  • FCI
  • teaching methods
  • learning gains
  • physics
  • MBT
Date of Defense 2014-06-30
Availability unrestricted
Abstract
The purpose of this research was to study my effectiveness as a high school physics teacher using a traditional approach to instruction compared to a Modeling approach. The study was conducted at a high school near Baton Rouge, Louisiana. Both groups consisted of 1 section of honors physics and 1 section of regular physics each. Conceptual understanding and problems solving gains were measured using pre/post Force Concept Inventory (FCI) and the Mechanics Baseline Test (MBT) results, respectively. Studentsí level of science reasoning was also measured at the beginning of the school year only, using the Classroom Test of Scientific Reasoning (CTSR). The Modeling instruction group had significantly higher conceptual learning normalized gains as compared to the traditional instruction group. The data show no significant difference in the normalized gains in problem solving ability measured by the MBT. A gender bias was seen, with males having higher gains than females. The data showed that honors students had higher normalized learning gains compared to regular students. Students having higher scientific reasoning scores outperformed their peers in conceptual understanding and problem solving.

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