The Impact of Active Learning of Physics on Student Scientific Reasoning

  • M. Marusic
  • L. Gujinovic

Abstract

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.

Published
Jul 15, 2023
How to Cite
MARUSIC, M.; GUJINOVIC, L.. The Impact of Active Learning of Physics on Student Scientific Reasoning. Revista Cubana de Física, [S.l.], v. 40, n. 1, p. 4-11, july 2023. ISSN 2224-7939. Available at: <https://revistacubanadefisica.org/index.php/rcf/article/view/2023v40p004>. Date accessed: 23 apr. 2024.
Section
Original Articles