Document Type : Original Research Paper
Authors
Department of Physics Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract
Background and Objectives: The COVID-19 pandemic has significantly impacted the education system worldwide, leading to a sudden shift to virtual and electronic learning. With the closure of schools, remote learning has become a major challenge for every education system. It is clear that if new physics content is taught using traditional (conventional) methods and not utilizing innovative teaching methods appropriate to the content, the new goals of the physics curriculum will not be achieved. Physics, by providing the ability to understand the relationship between observed phenomena and the concepts and laws governing the natural world, expands the mind in such a way that prepares individuals well for participation in society and solving future problems and crises through scientific methods and precise planning. The use of active teaching methods, especially a context-based approach, plays a fundamental role in understanding physics concepts. The present study aimed to investigate the impact of context-based physics education on the learning, self-regulated skill and effectiveness of students in the virtual learning environment.
Methods: The present research method was a quasi-experimental pre-test - post-test design with a control group. The statistical population of this study included all 8th-grade students of the first secondary school of the Enghelab school in district 2 of Mashhad in the academic year 2020-2021. Using the available sampling method, 60 female 8th-grade secondary school students were selected from the Enghelab public school. These individuals were randomly divided into two groups of 30 students, an experimental group and a control group. The experimental group received a 90-minute Curriculum-Based Instruction intervention for eight sessions while the control group received traditional instruction. The subject of the research was static electricity. To collect the data, the standard self-regulation questionnaire by Bouffard et al. (1995) and the standard self-efficacy questionnaire by Sherer et al. (1998) were used. In this research, researcher-made questions were used to assess learning. The test-retest method was used to determine the reliability of the instruments. Both groups were evaluated before and after the intervention in the virtual space using the researcher-made learning questionnaire, the Bouchard self-regulation questionnaire, and the Sherer self-efficacy questionnaire. The results of both groups were examined and compared using analysis of covariance, standard deviation, and regression.
Findings: The results of the analysis of covariance test showed that the difference between the post-test of the two groups in the variable of self-efficacy (P=0.001, F=72.86) and self-regulated learning (P=0.001, F=80.90) was significant at the level of.01. Therefore, it can be concluded that there is a significant difference in the scores of self-regulated learning and self-efficacy between the experimental and control groups in the post-test. The results also showed that the adjusted mean of the physics scores of the experimental group is higher than the control group, so the physics education with the context-based approach has an effect on increasing the learning of students in the first year of high school.
Conclusion: Based on the results of the present study, despite the educational limitations in the virtual space, it can be concluded that the use of a context-based approach in teaching physics has a positive impact on the self-efficacy, self-regulation, and learning of middle school students. This method, by creating diverse learning opportunities, leads to increased knowledge and a broader understanding of the topics in electricity physics. Since physics covers a wide range of subjects that prepare individuals for participation in society and solving future problems and crises, the use of active and context-based methods in physics classes can create an effective and practical educational system. It is suggested that to achieve a dynamic and creative educational system, active and context-based methods should be used. This will lead to the creation of intellectual transformation and fundamental changes in the structure, methods, patterns, ideas, and attitudes.
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© 2024 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)
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