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 studys 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.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-07102012-133351 |
| Date | 17 July 2012 |
| Creators | Underwood, John Arthur |
| Contributors | Moreno, Juana, Slezak, Cyrill, Browne, Dana |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-07102012-133351/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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