Grade Eight Students’ Interpretation of Their Teacher’s Verbal. (c2013)

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dc.contributor.author Bou Hassan, Hadi
dc.date.accessioned 2013-10-28T07:14:02Z
dc.date.available 2013-10-28T07:14:02Z
dc.date.issued 2013-10-28
dc.date.submitted 2013-08-20
dc.identifier.uri http://hdl.handle.net/10725/1617
dc.description Includes bibliographical references (leaves 69-70). en_US
dc.description.abstract Research about students’ understanding of energy in physics has revealed that students have ideas about the physical world that are different from those accepted in the scientific community. Nowadays, the effect of the language used and the teacher’s verbal input during class instruction have been topics of research in the literature. This research aimed at answering the following three research questions: What are the construals of energy reflected in a grade eight physics teacher’s input during instruction? How do students of grade eight interpret the language use of their physics teacher while learning about energy? What is the relationship between students’ interpretation of their grade eight physics teacher’s verbal input and their conceptual achievement? The sample of this study included a teacher of grade eight and her 27 students in a Lebanese private school. Data was collected through a pretest and posttest, two semi-structured interviews, and audio recordings of the teacher’s verbal input during the explanation of a unit about energy. The results of the study showed that students use material like construals while discussing about energy similar to those used by the teacher. Moreover, students interpreted the language use of their teacher as two construal types: energy as material like or substance, and energy as ability to do work, which defines energy as a conserved quantity, but not necessarily abstract. In addition, results showed that students hold misconceptions about energy transformation. en_US
dc.language.iso en en_US
dc.subject Physics -- Study and teaching (Middle school) en_US
dc.subject Communication in education en_US
dc.subject Teachers -- Language en_US
dc.subject Effective teaching en_US
dc.subject Academic achievement en_US
dc.subject Dissertations, Academic en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.title Grade Eight Students’ Interpretation of Their Teacher’s Verbal. (c2013) en_US
dc.type Thesis en_US
dc.term.submitted Summer II en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200603412 en_US
dc.author.commembers Dr. Tamer Amin
dc.author.commembers Dr. Mona Majdalani
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: xii, 84 leaves; ill.; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Iman Osta
dc.keywords Misconception en_US
dc.keywords Language use en_US
dc.keywords Students’ interpretation en_US
dc.keywords Energy en_US
dc.keywords Conceptual achievement en_US
dc.identifier.doi https://doi.org/10.26756/th.2013.23 en_US
dc.publisher.institution Lebanese American University en_US

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