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written by Nancy Grim
This paper reports on a study that used Hestenes' Force Concept Inventory (FCI) to describe Newtonian force concepts and misconception belief systems held by preservice teachers in physical science and physics students attending an urban university in Chicago, Illinois. Results indicate that constructivist instruction in force concepts was of higher quality than traditional instruction. Several significant correlations are also reported between FCI scores and parental education level, the number of science and math courses taken in high school or college, gender, science/math anxiety, and perception of difficulty scores in science and math. An annotated bibliography and copies of questionnaires used in the study are included in the appendices.
Subjects Levels Resource Types
Education - Basic Research
- Societal Issues
= Cultural Issues
= Gender Issues
- Teacher Characteristics
= Content Knowledge
- Lower Undergraduate
- Reference Material
= Research study
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Format:
non-digital
Mirror:
On February 13, 2014, our automated link checker listed this item as potentially having a problem. Please be aware that this issue may still exist.
http://www.eric.ed.gov/PDFS/ED438…
Access Rights:
Free access
Restriction:
© 1999 Nancy C. Grim
Type:
Report
ERIC:
ED438164
Keywords:
Anxiety, Constructivism (Learning), Educational Background, Force, Higher Education, Knowledge Level, Mechanics (Physics), Misconceptions, Parent Education, Physics, Science Teachers, Scientific Concepts, Sex Differences, Teacher Education, Teaching Methods
Record Creator:
Metadata instance created September 27, 2006 by Lyle Barbato
Record Updated:
August 12, 2013 by Lyle Barbato
Last Update
when Cataloged:
June 15, 1999
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Record Link
AIP Format
N. Grim, , Report 1999, WWW Document, (http://eric.ed.gov/?id=ED438164).
AJP/PRST-PER
N. Grim, A Force Concept Correlation Study with Instructional Methods, Anxiety, Perceptions of Difficulty and Student Background Variables, , Report 1999, <http://eric.ed.gov/?id=ED438164>.
APA Format
Grim, N. (1999). A Force Concept Correlation Study with Instructional Methods, Anxiety, Perceptions of Difficulty and Student Background Variables. Retrieved October 31, 2014, from http://eric.ed.gov/?id=ED438164
Chicago Format
Grim, Nancy. "A Force Concept Correlation Study with Instructional Methods, Anxiety, Perceptions of Difficulty and Student Background Variables." 84. 1999. http://eric.ed.gov/?id=ED438164 (accessed 31 October 2014).
MLA Format
Grim, Nancy. A Force Concept Correlation Study with Instructional Methods, Anxiety, Perceptions of Difficulty and Student Background Variables. 1999. 31 Oct. 2014 <http://eric.ed.gov/?id=ED438164>.
BibTeX Export Format
@techreport{ Author = "Nancy Grim", Title = {A Force Concept Correlation Study with Instructional Methods, Anxiety, Perceptions of Difficulty and Student Background Variables}, Type = {Report}, Month = {June}, Year = {1999} }
Refer Export Format

%A Nancy Grim
%T A Force Concept Correlation Study with Instructional Methods, Anxiety, Perceptions of Difficulty and Student Background Variables
%D June 15, 1999
%P 84
%U http://eric.ed.gov/?id=ED438164
%O Report
%O non-digital
%O Report

EndNote Export Format

%0 Report
%A Grim, Nancy
%D June 15, 1999
%T A Force Concept Correlation Study with Instructional Methods, Anxiety, Perceptions of Difficulty and Student Background Variables
%P 84
%8 June 15, 1999
%9 Report
%U http://eric.ed.gov/?id=ED438164


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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