Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts." PhD (Doctor of Philosophy) thesis, University of Iowa, 2014. ___________________________________ Pamela Wesely ii To Heidi, Mom, Dad and Jordan iii We were fond together because of the sweep of open places, the taste of wide winds, the sunlight, and the hopes in which we worked. The morning freshness of the world-to-be intoxicated us. We were wrought

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... p with ideas inexpressible and vaporous, but to be fought for. We lived many lives in those whirling campaigns, never sparing ourselves: yet when we achieved and the new world dawned, the old men came out again and took our victory to remake in the likeness of the former world they knew. Youth could win, but had not learned to keep, and was pitiably weak against age. We stammered that we had worked for a new heaven and a new earth, and they thanked us kindly and made their peace. T.E. Lawrence, The Seven Pillars of Wisdom iv ACKNOWLEDGMENTS I would like to sincerely thank the members of my committee, Dr. ABSTRACT The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.