Developing a physics laboratory anxiety scale

As stated above, Physics is defined as a theoretical, boring and difficult lesson causing anxiety by the students. Attitudes that are more positive are expected from physics laboratory applications in comparison to Physics lesson because they are not theoretical. However, students may have anxieties about the physics laboratory because it requires skills such as applying theoretical knowledge in situations based on practice, manipulating laboratory materials and making comments on results. The developed physics laboratory scale reveals that the anxiety about the physics laboratory has different dimensions. The anxiety levels of students who experience failure in physics laboratory applications about the physics laboratory and in which situations they feel anxious can be determined through the physics laboratory anxiety scale. Thus, preliminary scientific information needed to perform physics laboratory applications is obtained. If the situations in which students feel anxious are determined, applications are planned in a more accurate manner by investigating the reasons behind situations causing anxiety and their solutions. This would change both achievement and attitudes of students related to the physics laboratory in a positive way. For example, if it is determined that the anxiety about finishing the experiment affects success, preliminary information about the experimental process and its phases can be provided for students. If students’ anxiety about doing the experiment as intended is determined, a theoretical assignment including theoretical information related to the experiment can be requested before the experiment. If there is a majority of students having anxiety about using materials in the physics laboratory, materials can be introduced and their usage can be explained before the experiment. For children having constant anxiety towards the physics laboratory, motivating environments, which would make the lesson more enjoyable, can be created and applications can be performed. It is possible to make the attitudes and reactions of teachers more tolerant and constructive. More enjoyable and more interesting experiments can initially be preferred in laboratory applications. In short, we can enhance the number of these examples.

Laboratory lessons are effective for students’ development of their researching and problem-solving skills. They are also required in order to develop manual skills and observation ability. Determining the situations in which anxiety towards physics laboratory lessons is present, which is extremely important for physics as well as other sciences, and the level of this anxiety, is necessary. That would indicate measures that can be taken to decrease anxiety and increase attachment to the lesson.