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This paper reports on the results of an investigation of the effectiveness of inquiry-based teaching modules for instructing a group of high school physics students. More specifically, the study attempted to answer whether students could learn natural science concepts with the use of modules developed by the South Carolina Earth Physics Project (SCEPP). Four teaching modules were tested on junior and senior level high school students. Three modules utilized computer manipulation of seismic data and earth physics principles to teach concepts in physics and physical science. All students showed a significant increase in instructional knowledge when the results were reported for all four modules together.
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DLESE Catalog ID:
EVAL-TLKT-000-000-000-122
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Resource contact / Creator / Publisher:
Publisher:
National Association of Geoscience Teachers (NAGT) Journal of Geoscience Education (JGE) http://www.nagt.org/nagt/jge/index.html
Contributor:
James W. Bartholomew, Jr. Department of Geological Sciences University of South Carolina
Contributor:
John R. Carpenter Center for Science Education and Department of Geological Sciences University of South Carolina
Contributor:
Thomas J. Owens Department of Geological Sciences University of South Carolina |
