The Effect of Structured Peer-to-Peer Interactions on Conceptual Understanding of DC Resistive Circuits in Secondary Physics

Crowe, Jacalyn
2008-06

A qualifying paper submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Science Education. Abstract: This study examined the prevalence and persistence of some common misconceptions about DC resistive circuits and the role of social interaction in promoting changes in students' views. It explored the types of interactions that were common in student dialo... read more

This object is in collection:
Department of Education records
Subjects
Education, Secondary
Physics - Study and teaching
Department of Education
Permanent URL
http://hdl.handle.net/10427/53087
ID: tufts:UA071.001.001.00009.00002
To Cite: DCA Citation Guide
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