The impact of context on learning and epistemology in physics
Item
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Title
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The impact of context on learning and epistemology in physics
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Identifier
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d_2009_2013:d22c43a9ba92:10156
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identifier
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10323
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Creator
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Cormier, Sebastien,
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Contributor
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Richard Steinberg | Steven Greenbaum
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Date
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2009
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Language
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English
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Publisher
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City University of New York.
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Subject
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Physics | Science education | Astronomy | Physics Education Research | Special Relativity | Twin Paradox
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Abstract
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This dissertation investigates the impact that various contexts have on student learning and epistemology. This is accomplished by analyzing diverse student populations learning various subjects in physics in distinctive classroom environments at City College New York (CCNY).;Studies in Physics Education Research (PER) have found that many students lack proper conceptual understanding after instruction in physics and that their epistemology, or approaches to learning and doing science, is different from those of experts. The PER community has used these results to develop models of learning and tools for teaching introductory and modern physics with goals that include improving the conceptual understanding, problem solving abilities, and epistemologies.;These curricula are applied in a wide variety of contexts here at CCNY. The student contexts in this dissertation range from high school to graduate school, and the topics range from introductory to modern physics.;We apply many tools commonly used in PER, such as multiple-choice surveys, essay questions, and guided interviews to study these classrooms. We find that PER-based curriculum implemented in these different contexts is able to improve both conceptual understanding and epistemology.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Physics
