The functioning of context-based physics instruction in higher education

The literature on effect of context-based instruction, generally it is cited as having positive impact in success. However, there are some studies that reveal no increase in academic achievement. The findings from this study show the context based learning application on potential energy, kinetic energy, and rotational kinetic energy topics created no significant effect on undergraduate students’ exam scores. This conclusion is valid for this research group. These students had a traditional instruction system before they came to the university. The participants first experienced application of this approach in the researcher’s physics course. So, the films, news, etc., in the course may have drawn their attention to visuals rather than content. Also, using traditional problems in assessment process for both groups may create this result. Therefore, future research need to examine context-based physics instruction on these topics with context-based physics problems.

Students’ negative attitude towards physics will affect their physics achievement negatively. It can be said from interview with students also researcher’s experiences in two classes throughout the term, some students have prejudice about physics. So, for this study negative physics attitude of students may affect their achievement. However, students said they learned the subjects more permanently, and could establish a relationship between physics and daily life with the context-based instruction. The permanence of information and adapting it to daily life is difficult with the traditional approach to learning. If we execute the physics course theoretically, we lead the students to memorization. This causes to forget the information as soon as possible. As a result, we can say students gained important cognitive outcomes as “permanent physics learning” and “connection with physics and daily life” with context-based approach in physics course.

One of the goals for context-based science instruction is more student engagement and development of more interest in science (Fensham, 2009). After application, students’ expressions through positive attitudes attract attention. The most prominent expressions among these are “curiosity and interest in issues of physics,” “enjoy with physics course,” and “to start seeing physics as funny.” Such an outcome is exciting on behalf of physics at the university level. We want teacher candidates to apply innovative instruction in their classrooms. Therefore, we should set an example for them as faculty members with our courses consisting of modern teaching methods instead of traditional teaching methods. If we change our teaching practices from traditional to innovative, teacher candidates will be affected in positive way both in their learning related content and teaching approaches in their classrooms as future teachers. It can be too late to change their conceptions of teaching and their teaching approaches when they are teachers. Some educationalists pointed out (Ho, Watkins, & Kelly, 2001; Ramsden, 1992) , tertiary teachers’ conceptions of teaching will change their teaching practices and thus affect their students’ learning outcomes. Thus, firstly we should review our teaching approaches and conceptions of teaching as faculty members. This application of the researcher as an education faculty member will serve as an example for teacher candidates and encourage them to apply such innovative approaches in their classrooms as teachers. Utilizing this manner, they will know how to apply these approaches.

Ng and Nguyen (2006) investigated the extent to which physics teachers in Vietnam high schools integrate practical work and context-based approaches into their teaching. They explored the how, what, and why they do it. And found the vast majority of the teachers think using everyday contexts help students understand physics concepts better and learn physics in a meaningful way. In turn, this also helps students develop good attitudes towards the study of physics. Akpınar and Tan (2011) examined the effect of context-based physics instruction to 9th grade students’attitude towards physics. Force and motion was the topic of the course for eight weeks. A Likert-type scale consisting of 36 statements on students’ attitude towards physics was applied before and the after the course. They found no significant attitude change towards the physics after the course. Limitations of the studies may generate these different results. So, many new studies are needed to determine if using the context-based approach in the courses provides higher achievement and positive attitude. This study focused on only potential energy, kinetic energy, and rotational kinetic energy topics. Therefore, a similar study for other physics topics at the university level can be achieved to determine the effects of context-based instruction on physics students’ academic achievement.