The Impact of Active Learning of Physics on Student Scientific Reasoning
In this work, the results of a five-year project are presented. The changes in scientific reasoning level of first-year students, from the Undergraduate Study of Food Technology (N=122) and Professional Study of Materials protection and recycling (N=118), were evaluated within a one-semester course in Physics. The efficiency evaluation of the physics active learning method “Experimenting and discussion”, used to increase the level of scientific reasoning (intervention group – IG), was carried out in a relation to a traditional learning method (control group – CG). “Lawson's Classroom Test of Scientific Reasoning” (LCTSR) was used as a measurement instrument. 57.8% of IG group students from the Undergraduate Study of Food Technology achieved a positive shift towards higher levels of scientific reasoning. For Materials protection and recycling students, that percentage was 52.6%. A statistically significant difference was found between the pre-test and post-test results for both studies.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.