The State Of Science High School Students’ Associating Physics Lesson With Life And With Other Science Lessons
Abstract
This study was conducted to find out how science
high school students associate physics lesson with life and other science
lessons. To this end, 13 open-ended questions about physics lesson and a
demographic information form were given to a total of 43 students studying at
9th, 10th and 11th grades of a science high school in Samsun. The data obtained
were analyzed and assessed. The results of the assessment showed that while the
students used descriptive and attributive expressions to explain physics and
science concepts, they associated the physics lesson with topics in school
curriculum. The subjects which aroused interest in students about physics
lesson were body systems and the formation of space and universe. In addition
to students who associated physics lesson with chemistry, biology and
mathematics lessons, there were also a great number of students who associated
it with geography lesson due to natural events. While the areas students wanted
to work in the future were restricted with biology and medicine, physics and
engineering, it was found to be surprising that they did not want to work in
areas related with chemistry. While no association was found with open-ended
questions in terms of demographic characteristics, it was found that the
students of science high school did not have access to technological devices
and scientific studies and did not follow scientific developments. Thus, the
intensity of physics curriculum should be decreased and students should be
exposed to activities in which they can understand the core of physics
discipline and make associations between the disciplines of physics-chemistry
and biology.
Keywords
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