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dc.contributor.supervisor Metz, Don (Curriculum, Teaching & Learning) en_US
dc.contributor.author Lukie, Michael Paul
dc.date.accessioned 2012-07-23T20:27:41Z
dc.date.available 2012-07-23T20:27:41Z
dc.date.issued 2012-07-23
dc.identifier.uri http://hdl.handle.net/1993/8116
dc.description.abstract This action research study compared student intellectual engagement between two different instructional delivery methods. The first instructional method was a non-contextual teaching approach using a textbook to teach the work outcomes for the S4 physics mechanics unit. The second instructional method was a contextual teaching approach where students built an electric guitar pickup and a simple electric guitar in order to provide a context for the teaching of the electromagnetism outcomes for the S4 physics electricity unit. To measure the intellectual engagement of students, data was collected from personal student journals and from questions generated by students following different instructional activities. The student generated questions were categorized and ranked to judge the degree of student intellectual engagement and depth of thought using a framework where numerical values were assigned to the questions. Each question was categorized as peripheral, factual, conceptual, or philosophical where the peripheral questions had the lowest intellectual ranking and the philosophical questions had the highest intellectual ranking. Data was also collected from cumulative unit tests, short exit slips and a personal teacher journal. The research revealed that students were more intellectually engaged and exhibited much more positive attitudes during the contextual lessons. The questions generated by students during the contextual lessons were of the higher order factual and conceptual types while the questions generated during the non-contextual lessons were predominantly of the lowest order peripheral type. By using the electric guitar and electric guitar pickup as a context, this action research study demonstrated that these contextual activities intellectually engaged students and helped to facilitate their deeper understanding of electromagnetism. en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject action en_US
dc.subject research en_US
dc.subject physics en_US
dc.subject teaching en_US
dc.subject electric en_US
dc.subject guitar en_US
dc.subject pickup en_US
dc.subject music en_US
dc.subject engagement en_US
dc.subject motivation en_US
dc.subject contextual en_US
dc.subject non-contextual en_US
dc.subject high school en_US
dc.subject hands-on en_US
dc.title In search of student engagement in high school physics through contextual teaching en_US
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Curriculum, Teaching and Learning en_US
dc.contributor.examiningcommittee Stinner, Arthur (Curriculum, Teaching & Learning) Klassen, Stephen (Curriculum, Teaching & Learning) Vincent, Dwight (University of Winnipeg) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note October 2012 en_US


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