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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics

Ezrailson, Cathy Mariotti 17 February 2005 (has links)
This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants’ adherence to reformed teaching methods, 2) impact of the instructional model on GTAs’ beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students’ understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Students’ understanding was measured using the Force Concept Inventory (FCI) and Flash-mediated Force and Motion Concept Inventory (FM2CA). Students were surveyed about performance of GTAs using the Student Survey (SS). Results indicated changes were tied to individual GTAs’ beliefs about the nature of physics. Student conceptual understanding reflected a two-fold Hake gain compared to the control group. General application of the EMIT model presupposes explicit instruction of the model for GTAs.
2

EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics

Ezrailson, Cathy Mariotti 17 February 2005 (has links)
This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants’ adherence to reformed teaching methods, 2) impact of the instructional model on GTAs’ beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students’ understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Students’ understanding was measured using the Force Concept Inventory (FCI) and Flash-mediated Force and Motion Concept Inventory (FM2CA). Students were surveyed about performance of GTAs using the Student Survey (SS). Results indicated changes were tied to individual GTAs’ beliefs about the nature of physics. Student conceptual understanding reflected a two-fold Hake gain compared to the control group. General application of the EMIT model presupposes explicit instruction of the model for GTAs.

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