Grade eight students’ interpretation of their teacher’s verba (Record no. 21797)

MARC details
000 -LEADER
fixed length control field 02414nam a2200241Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211135314.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Bou Hassan, Hadi
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Grade eight students’ interpretation of their teacher’s verba
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2013
300 ## - PHYSICAL DESCRIPTION
Extent 84 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. 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.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle moyen
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Intermediate Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des étudiants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Students Attitudes and Conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة المتوسطة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف الطلبة وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=83487">http://search.shamaa.org/FullRecord?ID=83487</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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