Abstract
This study was conducted to determine the 11th-grade high school students' transfer levels of the modern physics topics to daily life in the context of the physics course. The sample of the study figured in the form of the mixed method constituted 314 11th-grade students selected with the cluster sample method. The Modern Physics Success Test (MPST) and Modern Physics Transfer Test (MPTT) developed by the researchers were used in the study. The study process was conducted quantitatively and qualitatively. The correlation between the MPST and MPTT scores of the students was identified in the quantitative section while the students' transfer levels of the modern physics topics to daily life were determined in the qualitative section. As a result of the analyses of the study, a weak, positive and significant relationship was found between the MPST and MPTT scores. In addition, It was revealed that the students' transfer levels of the modern physics knowledge were zero transfer, deficient transfer, and complete transfer and it was identified that the level of complete transfer was considerably low. Regarding the transfer of the modern physics knowledge to daily life, the topics, which complete transfer levels were the highest, were found as "Photoelectric Incident" and "Black-Body Radiation", and the topics, which complete transfer levels were the lowest, were detected as "Matter Waves" and "Pauli Exclusion Principle". Furthermore, it was also identified that the students' transfer levels varied according to other modern physics topics.
Highlights
The developments experienced in science and technology provide the exploration and understanding of the world we live in with scientific facts
Along with the changes made in the physics curriculum since 2009, the purpose of physics teaching has become to raise individuals who perceive that physics is associated with daily life, who solve daily life problems with scientific methods, who can examine the interactions between physics and environmental factors and who have creative scientific thinking instead of students who learn by heart and without questioning the knowledge (MNE, 2009).Physics, one of the natural sciences, allows understanding of the basic laws of the universe and understanding of the physical world (Serway & Beichner, 2002).In individuals, information should be learned theoretically and can be transferred to daily life since physics is a science that describes the events and situations we face in daily life
When the literature was examined, there was no study parallel to the low level of correlation result between the Modern Physics Success Test (MPST) and Modern Physics Transfer Test (MPTT) scores obtained in the study within the scope of the modern physics
Summary
The developments experienced in science and technology provide the exploration and understanding of the world we live in with scientific facts. What learning should be becomes significant in achieving these goals The changes in this direction require the updating of the course curriculum in schools with new developments, their association with daily life, the development of different perspectives, and making them suitable for the age. In order to achieve all these goals, physics teaching should be performed in the form of bringing and developing scientific thinking skills and associating information with daily life in addition to increasing the academic success of physics in the educational process (Akpınar, 2006). Constructivist learning is the creation and interpretation process of information and meaning in mind along with the individual's actions and experiences (Jonassen, Peck, & Wilson, 1999)
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