The Effect of Physics Education Based on Out-of-School Learning Activities and Critical Thinking on Students’ Attitudes

Abstract

This study was conducted in 2009-2010 academic year spring semester, with 120 students enrolling to the 9th grade of an Anatolian High School in Ankara. The study consisted of one control group and three experimental groups (Experimental Group A, B and C). In the control group, research was carried out in accordance with the current program. Students in the Group A received the course, based critical thinking and students in the Group B received the course, supported by out-of-school learning activities. Group C received the course, both based critical thinking and supported by out-of-school learning activities. Out-of-school activities were carried out in the Energy Park, Feza Gursey Science Centre and Middle East Technical University Science and Technology Museum. Pre-test - post-test control group experimental design was applied in the study. To determine the effects of treatments on students’ critical thinking dispositions, UF/EMI Critical Thinking Disposition Assessment, which was adapted into Turkish with the researchers, was used. Additionally Attitude toward Physics Course Assessment was used as pre-test and post-test. The results of the study revealed that there are significant differences between students enrolling to different treatment groups with respect to their critical thinking dispositions and their attitudes toward physics course. Using critical thinking education supported by out-of-school science activities in physics will be able to develop students’ critical thinking dispositions and attitudes toward physics course.