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Modeling Discourse Management Compared to Other Classroom Management Styles in University Physics
written by Dwain Desbien
A classroom management technique called modeling discourse management was developed to enhance the modeling theory of physics. Modeling discourse management is a student-centered management that focuses on the epistemology of science. Modeling discourse is social constructivist in nature and was designed to encourage students to present classroom material to each other. In modeling discourse management, the instructor's primary role is of questioner rather than provider of knowledge. Literature is presented that helps validate the components of modeling discourse. Modeling discourse management was compared to other classroom management styles using multiple measures. Both regular and honors university physics classes were investigated. This style of management was found to enhance student understanding of forces, problem solving skills, and student views of science compared to traditional classroom management styles for both honors and regular students. Compared to other reformed physics classrooms, modeling discourse classes performed as well or better on student understanding of forces. Outside evaluators viewed modeling discourse classes to be reformed, and it was determined that modeling discourse could be effectively disseminated.
University: Arizona State University
Academic Department:  Department of Physics
Pages 100
Subjects Levels Resource Types
Education - Applied Research
- Classroom Management
- Pedagogy
General Physics
- Physics Education Research
- Lower Undergraduate
- High School
- Instructional Material
= Best practice
= Instructor Guide/Manual
- Reference Material
= Research study
PER-Central Types Intended Users Ratings
- PER Literature
- Thesis/Dissertation
- Researchers
- Educators
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Format:
application/pdf
Access Rights:
Free access
Restriction:
© 2002 Dwain Desbien
Keywords:
active learning, modeling instruction, student-centered
Record Creator:
Metadata instance created May 29, 2008 by Bruce Mason
Record Updated:
March 13, 2010 by Lyle Barbato
Last Update
when Cataloged:
August 1, 2002
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Record Link
AIP Format
D. Desbien, Arizona State University, 2002, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=7287&DocID=457).
AJP/PRST-PER
D. Desbien, Modeling Discourse Management Compared to Other Classroom Management Styles in University Physics, Arizona State University, 2002, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=7287&DocID=457>.
APA Format
Desbien, D. (2002, August 1). Modeling Discourse Management Compared to Other Classroom Management Styles in University Physics (Arizona State University, 2002). Retrieved December 13, 2017, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=7287&DocID=457
Chicago Format
Desbien, Dwain. "Modeling Discourse Management Compared to Other Classroom Management Styles in University Physics." Arizona State University, 2002. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=7287&DocID=457 (accessed 13 December 2017).
MLA Format
Desbien, Dwain. "Modeling Discourse Management Compared to Other Classroom Management Styles in University Physics." 1 Aug. 2002. Arizona State University, 2002. 13 Dec. 2017 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=7287&DocID=457>.
BibTeX Export Format
@phdthesis{ Author = "Dwain Desbien", Title = {Modeling Discourse Management Compared to Other Classroom Management Styles in University Physics}, School = {Arizona State University}, Month = {August}, Year = {2002} }
Refer Export Format

%A Dwain Desbien
%T Modeling Discourse Management Compared to Other Classroom Management Styles in University Physics
%D August 1, 2002
%P 100
%I Arizona State University
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=7287&DocID=457
%O Department of Physics
%O application/pdf

EndNote Export Format

%0 Thesis
%A Desbien, Dwain
%D August 1, 2002
%T Modeling Discourse Management Compared to Other Classroom Management Styles in University Physics
%B Department of Physics
%I Arizona State University
%P 100
%8 August 1, 2002
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=7287&DocID=457


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