A Comparison of Learning High School Modern Physics Topics Based on Two Different Curricula

Abstract

In this study, the impacts of teaching modern physics topics according to textbooks that are prepared based on two different physics curricula implemented in Turkey on students’ success, problem-solving skills, and attitudes were examined. The sample of the study consisted of 80 high school students studying in the 12th grade. Within the scope of the study, the modern physics achievement test, the problem-solving inventory, and the attitude scale toward physics class were administered to the students. Data analyses revealed that course achievements and problem-solving skills of the students learning modern physics topics with the 2011 curriculum differ significantly in comparison to those of the students learning modern physics with the 2005 curriculum, yet there was no difference in terms of attitudes of the students. A good physics curriculum is expected to enhance students’ attitudes toward physics Due to the complicated formulas, concepts, mathematical operations and calculations in modern physics topics, and students’ attitude toward physics course may diminish after learning these topics. It can also be said that since the features of the 2011 curriculum have not been sufficiently reflected in the chapter, it has no influence on students’ attitudes.

Keywords

• high school education
• modern physics education
• physics achievement
• the problem-solving inventory
• attitude