Effectiveness of Outdoor Physics Activities

Christian Ivan B Camarce

doi:10.47760/cognizance.2021.v01i11.001

Abstract

This paper presents the utilization of outdoor physics activities in the teaching of selected topics in light and optics in order to promote effective transfer of learning in physics and interacting with the environment which is one of the main subjects of the study. The study also looked into the effect of cooperative learning, active learning, use of higher order thinking skills (HOTS), relevance of learning experiences and development of social skills in physics among fourth year high school students in a secondary school in Bacacay, Albay. The researcher developed outdoor physics activities as an instructional intervention and used a single group pretest- posttest design. Qualitative and quantitative techniques were used in the study. The instruments used in data gathering were the teacher- made questionnaire for the features of the outdoor physics activities in optics and results of the pretest- posttest for conceptual understanding and the guide questions for the journal entries of the students. Validation of data was done through triangulation of students’ journal entries, self-rating checklist and experts’ observation. Positive result shows in the conceptual understanding, development of scientific skills, enhancement on the attitude and values and improvement on the social skillsof the students. Further, it is recommended that additional outdoor physics activities be developed for the enrichment of the students’ conceptual understanding as they see their relevance to real life experiences.

Highlights

The goals of science education include the development of conceptual understanding and the proper application of science concepts to the practical life of individuals (Image of Science Education, 1992).These goals are associated with progressive education
This study sought to answer the effectiveness of the outdoor physics activities in the lesson physics
The following conclusions were deduced: 1. In this study three outdoor physics activities have been developed intended to promote effective transfer of learning which were indicated by conceptual understanding, active learning, cooperative learning and development of Higher Order Thinking Skills (HOTS); 2

Summary

Introduction

The goals of science education include the development of conceptual understanding and the proper application of science concepts to the practical life of individuals (Image of Science Education, 1992).These goals are associated with progressive education. From the progressive education’s point of view schools must: 1) tap into students’ natural curiosity for exploration and growth; 2) employ pedagogical practices that engage students in rigorous, engaged learning; 3) respect students as individuals, as learners, and as contributors; 4) teach those skills most needed for success in the world outside of school; 5) Schools must provide students with practice in active citizenship, compassion, service to others, and respect for self and others; and 6) be democratic, inclusive communities in and of themselves(Parker & Adams, 2013).This will have a great impact on the development of the curriculum, school and learners. Teaching science outdoors allows students to investigate the natural world or everyday life.

Objectives

Methods

Discussion

Conclusion