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High school students' perceptions of physics

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dc.contributor.advisor Mrazek, Richard
dc.contributor.author Checkley, Doug
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2011-12-14T22:17:35Z
dc.date.available 2011-12-14T22:17:35Z
dc.date.issued 2010
dc.identifier.uri http://hdl.handle.net/10133/2584
dc.description viii, 221 leaves ; 29 cm en_US
dc.description.abstract There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics’ reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not. en_US
dc.language.iso en_US en_US
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010 en_US
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en_US
dc.subject Physics -- Study and teaching (Secondary) -- Alberta en_US
dc.subject Physics -- Public opinion en_US
dc.subject Attitude (Psychology) en_US
dc.subject Dissertations, Academic en_US
dc.title High school students' perceptions of physics en_US
dc.type Thesis en_US
dc.publisher.faculty Education en_US

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