Student Motivation, Introductory Calculus Based Physics (PH 211) and Project Based Learning, Oh My! Public Deposited

http://ir.library.oregonstate.edu/concern/undergraduate_thesis_or_projects/fx719p55f

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  • Using research on student motivation as well as Project-Based Learning as a theoretical framework, this thesis outlines the creation process for a set of curricula. These curricula were designed to address topics of markedly low student motivation in the first term of an introductory physics with calculus course (PH 211) at Oregon State University. This process began with the creation and distribution of multiple surveys. The formal validation process as well as non-parametric statistical analysis of these surveys is outlined. These surveys were used to identify “Vectors and Vector Mathematics” as well as “Coordinate System Choices” as topics of particularly low student motivation. Through an iterative process of collaboration and refinement, carbon nanotubes were selected as the platform for these activities. Six 30-60 minute activities were presented in Studio of PH 211 during spring term 2012. A combination of Professor Dedra Demaree's in-class observations and my own reflections on the creation process of these activities are presented. Student feedback will also be collected and included in future research.
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  • description.provenance : Made available in DSpace on 2012-07-17T17:12:54Z (GMT). No. of bitstreams: 1 Sam Settelmeyer Thesis.pdf: 3913041 bytes, checksum: 09f050300b7c8468a88f4b56aeca6efe (MD5) Previous issue date: 2012-05-23
  • description.provenance : Submitted by Emily Dray (emily.dray@oregonstate.edu) on 2012-07-11T22:26:57Z No. of bitstreams: 1 Sam Settelmeyer Thesis.pdf: 3913041 bytes, checksum: 09f050300b7c8468a88f4b56aeca6efe (MD5)
  • description.provenance : Approved for entry into archive by Sue Kunda(sue.kunda@oregonstate.edu) on 2012-07-17T17:12:54Z (GMT) No. of bitstreams: 1 Sam Settelmeyer Thesis.pdf: 3913041 bytes, checksum: 09f050300b7c8468a88f4b56aeca6efe (MD5)

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