Increasing the attractiveness of school physics: the effects of two different designs of physics learning

Authors

  • M. Marušić
  • J. Sliško

Keywords:

Active physics learning, students' attitudes toward physics, attractiveness of school physics

Abstract

In this research we have used a specially prepared survey in order to assess the relative efficiency of two different designs of students' learning activities, called Reading, Presenting, and Questioning (RPQ) and Experimenting and Discussion (ED), both with objective to improve students' attitudes towards the attractiveness of school physics. The data of a one-semester-long high-school project indicate that RPQ group (91 students) achived an improvement of +4% in attitudes while the ED group (85 students) got an improvement of +23% as measured by the survey designed specifically for this study. Our results suggest that the ED method is a good model for a significant improvement of students' attitudes towards the attractiveness of school physics, both for girls and boys who study high school physics.

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Published

2012-01-01

How to Cite

[1]
M. Marušić and J. Sliško, “Increasing the attractiveness of school physics: the effects of two different designs of physics learning”, Rev. Mex. Fis. E, vol. 58, no. 1 Jan-Jun, pp. 75–83, Jan. 2012.

Issue

Vol. 58 No. 1 Jan-Jun (2012): Revista Mexicana de Física E

Section

Artículos

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