The Influence of Inquiry-Based Remote Observations via Powerful Optic Robotic Telescopes on High School Students’ Conceptions of Physics and of Learning Physics

Abstract

Since the 1980s, studies have increasingly shown that traditional teaching causes a deterioration in students’ conceptions of physics and of learning physics. The present study examined the influence of an intervention on high school students’ conceptions of physics and of learning physics. The intervention included two components: a unique design of inquiry-based teaching of astrophysics and explicit nature of science (NOS) instruction. In the present study, we found a significant improvement in students’ conceptions of physics and of learning physics, in the study group, in most aspects examined. Another finding was that in most aspects, traditional teaching combined with an explicit NOS instruction did not change the students’ conceptions in most aspects examined.