期刊名称：Eurasian Journal of Physics and Chemistry Education
印刷版ISSN：1306-3049
出版年度：2010
卷号：1
期号：1
页码：65-71
语种：English
出版社：Moment Publications
摘要：The aim of this study was by using students’ self-assessments to identify the learning efficiency of introductory (mechanics and waves) physics course connecting physics to students’ everyday life. Physics, an important science subject, is one of the most difficult courses for students, mainly because its presentation is theoretical, mathematical and abstract without everyday applications and examples. Moreover, connections to students’ everyday life are crucial for learner’s mental construction of the information they learn and for achieving meaningful learning. The findings of this study are significant in evaluating the learning efficiency of the physics course, which was presented by connection to students’ everyday life. The sample consisted of a total of 92 first year undergraduates at Marmara University Technical Education Faculty, 82 of which were male and 10 were female. Data was collected by a likert type scale which was prepared in line with the post-then-pre test method called “Students’ Perceptions of Learning – Students’ Self-Assessment” developed by Prof. Dr. Mehmet Ali Çorlu. The post-then-pre test method is a valid and reliable method in order to identify students’ self-assessments in relation to the changes in their knowledge, skills, confidence, attitude, behaviour and perceptions; and it eliminates many complications caused by the pre-post test method. Hake’s formula was used in order to calculate learning efficiency. The validity and reliability of this formula to calculate learning efficiency has been verified in several studies. The findings of this study indicated that learning efficiencies were high for the areas in which students were interested in everyday life. Moreover, that learning efficiencies were higher for topics students had learnt before in comparison to new ones. Mean that learning efficiency of the lesson was calculated as 0.50, which was between 0.3 and 0.7, and thus indicated moderate learning efficiency. Further research might investigate the correlation between students’ self-assessment of their learning efficiencies and academic achievement.
