Conference Proceedings Detail Page
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written by
Jonte Bernhard
edited by R. Pinto and S. Surinach published by the Elsevier
Both constructivist and sociocultural views of learning and instruction stresses the crucial role of active engagement. It has been demonstrated in large-scale studies that curricula that use "active engagement" instructional strategies achieve good results in conceptual tests. However most testing have been done at the end or immediately after a course. The important question is thus if strategies that purport to achieve high gains in conceptual tests produce a permanent change in student's world view from "Aristotelian" to "Newtonian" or if the effects reported are only temporary? Our data and data from Montana State University show that, after active engagement physics courses, student display a good conceptual understanding several years after instruction. It is thus concluded that some instructional strategies do achieve fundamental shifts in students' conceptual framework.
Physics Teacher Education Beyond 2000
Barcelona, Spain: August 27-September 1, 2000 Pages 749–752
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=12221">Bernhard, Jonte. "Does active engagement curricula give long-lived conceptual understanding?." Paper presented at the Physics Teacher Education Beyond 2000, Barcelona, Spain, August 27-September 1, 2000.</a>
AIP Format
J. Bernhard, , presented at the Physics Teacher Education Beyond 2000, Barcelona, Spain, 2000, WWW Document, (http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf).
AJP/PRST-PER
J. Bernhard, Does active engagement curricula give long-lived conceptual understanding?, presented at the Physics Teacher Education Beyond 2000, Barcelona, Spain, 2000, <http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf>.
APA Format
Bernhard, J. (2000, August 27-September 1). Does active engagement curricula give long-lived conceptual understanding?. Paper presented at Physics Teacher Education Beyond 2000, Barcelona, Spain. Retrieved December 5, 2024, from Elsevier: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf
Chicago Format
Bernhard, Jonte. "Does active engagement curricula give long-lived conceptual understanding?." Paper presented at the Physics Teacher Education Beyond 2000, Barcelona, Spain, August 27-September 1, 2000. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf (accessed 5 December 2024).
MLA Format
Bernhard, Jonte. "Does active engagement curricula give long-lived conceptual understanding?." Physics Teacher Education Beyond 2000. Eds. Pinto, R., and S. Surinach. Barcelona, Spain: Elsevier, 2000. 749–752 5 Dec. 2024 <http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf>.
BibTeX Export Format
@inproceedings{
Author = "Jonte Bernhard",
Editor = "R. Pinto and S. Surinach",
Title = {Does active engagement curricula give long-lived conceptual understanding?},
BookTitle = {Physics Teacher Education Beyond 2000},
Pages = {749–752},
Publisher = {Elsevier},
Address = {Barcelona, Spain},
Month = {August 27-September 1},
Year = {2000}
}
Refer Export Format
%A Jonte Bernhard %T Does active engagement curricula give long-lived conceptual understanding? %E R. Pinto %E S. Surinach, (eds) %D August 27-September 1 2000 %P 749–752 %I Elsevier %C Barcelona, Spain %U http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf %O Physics Teacher Education Beyond 2000 %O August 27-September 1 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Bernhard, Jonte %D August 27-September 1 2000 %T Does active engagement curricula give long-lived conceptual understanding? %E Pinto, R. %E Surinach, S. %B Physics Teacher Education Beyond 2000 %C Barcelona, Spain %I Elsevier %P 749–752 %8 August 27-September 1 %U http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.6814&rep=rep1&type=pdf Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
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. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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