Increasing the attractiveness of school physics: the effects of two different designs of physics learning
M. Marusica and J. Sliskob
a First gymnasium, Teslina 10, 21000 Split, Croatia
b Benemerita Universidad Autonoma de Puebla, Apartado Postal 1152, Puebla, Puebla C.P. 72000, México.
]]> Recibido el 12 de enero de 2012;
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.
Keywords: Active physics learning; students' attitudes toward physics; attractiveness of school physics.
Resumen
En esta investigación hemos utilizado una encuesta especialmente preparada con el fin de evaluar la eficiencia relativa de dos diseños diferentes de las actividades de aprendizaje de los estudiantes, llamados Leer, Presentar y Questionar (RPQ, por su nombre en inglés) y Experimentar y Discutir (ED), ambos con el objetivo de cambiar positivamente las actitudes de los estudiantes hacia la atractividad de la física escolar. Los datos del proyecto, con un semestre de duración en el nivel de bachillerato, indican que el grupo RPQ (91 alumnos) lograrón una mejora del +4% en las actitudes, mientras que el grupo ED (85 estudiantes) obtuvo una mejora del +23%. Estos resultados sugieren que el método ED es un buen modelo para una mejora significativa de las actitudes de los estudiantes hacia la atractividad de la física escolar, tanto para los alumnos y como para las alumnas, quienes estudian la física en el nivel de bachillerato.
Descriptores: Aprendizaje active de física; actitudes estudiantiles hacia física; atractividad de la física escolar.
]]>PACS: 01.40.Fk; 01.40.Di; 01.40.gb
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Acknowledgements
We thank Mr Mladen Buljubasic, prof., Ministry of Education coordinator for physics, for granting the permission for using up to a quarter of annual syllabus (16 lessons) for the project. We also want to thank Professor S. Pivac for the great support and effort she put into processing data.
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