The impact of the blended learning approach on the level of scientific reasoning in physics

Abstract

The application of new technologies without changing the role of teachers and students in the education system does not necessarily mean a change in student performance. This research aims to examine the influence of active and passive engagement of high school students at the level of scientific reasoning in the e-environment during physics classes. The research sample included 128 students from two high schools in Novi Sad (Serbia), divided into two groups: experimental (E) and control (C). In group E, the active role of students was achieved by applying a blended learning approach, while in group C, where a conventional approach supported by physics education technology simulations was applied, students had a passive role. Data were collected using the Lawson Classroom Test of Scientific Reasoning (CTSR) which consisted of 24 questions comprising six dimensions: conservation of mass and volume, proportional reasoning , control of variables, probabilistic reasoning, correlational reasoning, and hypothetical and deductive reasoning. The results show that the blended learning approach leads to an increase in the level of scientific reasoning, which is reflected in the number of students at the post-formal level of scientific reasoning. Due to the importance of a proper understanding of the laws of physics, it is necessary to apply teaching approaches that encourage the development of scientific reasoning. Accordingly, the main recommendation is that the application of advanced technologies should follow a change in the role of teachers and students in the direction of peer participation and students' active participation in raising their performance.

Keywords

• blended learning approach
• teaching physics
• scientific reasoning