This research is a qualitative study comparatively examining the views of high school teachers and students related to discipline perception and discipline problems. The study has been realized at a vocational school during the 2014/2015 school term. Maximum diversity and criterion sampling methods have been followed for the formation of the study groups with 18 teachers and 16 students. The data collected through semi-structured interview forms has been evaluated by content analysis. As a result of the study, it has been observed that the teachers define discipline as a wholistic system, self-control and providing the necessary learning environment, while the students define it as self-control, obeying the rules and respect. The participating teachers, who agreed on the idea that discipline does not mean bullying or passivizing the individuals, described rudeness, lack of interest in the lesson and misbehavior as disciplinary problems. According to the teachers, not fulfilling the responsibilities and rudeness; according to the students, preventing the course from running and not being interested in the course are the most experienced discipline problems at their respective schools. Pursuant to the acquired results, the students differ from the teachers by thinkink that behavior such as not obeying the directives, using hazardous items and harming the environment/objects are the most common problems.

Bu çalışmada konu temelli eleştirel düşünmeye bağlı fizik öğretimin uygulandığı deney grubu öğrencileri ile geleneksel öğretim programının uygulandığı kontrol grubu öğrencilerinin eleştirel düşünme tutumları ve akademik başarılarında anlamlı bir değişiklik olup olmadığı incelenmiştir. Araştırmada ön test-son test kontrol gruplu deneysel desen kullanılmıştır. Çalışma fizik dersinin ‚Elektrik ve Manyetizma‛ konusunda yapılmış olup 6 hafta sürmüştür. Çalışma grubunu 2014-2015 eğitim-öğretim yılı Adana ili merkez ilçesinde bulunan bir ortaöğretim kurumunun 10. sınıfında öğrenim gören toplam 66 öğrenci oluşturmuştur. Araştırmada Özelçi (2012) tarafından geliştirilen ‚Eleştirel Düşünme Tutum Ölçeği‛ ve Özçifçi (2012) tarafından geliştirilen ‚Hazırbulunuşluk Başarı Testi‛ kullanılmıştır. Bununla birlikte araştırmada yarı yapılandırılmış görüşme formu da kullanılmıştır. Araştırmada nicel verilerin analizinde betimsel değerler ve kovaryans analizi (ANCOVA), nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırmada sonucunda deney grubu öğrencilerinde eleştirel düşünmeye yönelik tutum puanlarının anlamlı bir şekilde arttığı, eleştirel düşünmeye yönelik tutum puanlarının fizik başarı puanları ile yüksek düzeyde ilişkili olduğu ve öğrencilerin eleştirel düşünmenin ne olduğuna yönelik farklı düşüncelere sahip oldukları sonucuna ulaşılmıştır.

This study was conducted to determine the 11th-grade high school students' transfer levels of the modern physics topics to daily life in the context of the physics course. The sample of the study figured in the form of the mixed method constituted 314 11th-grade students selected with the cluster sample method. The Modern Physics Success Test (MPST) and Modern Physics Transfer Test (MPTT) developed by the researchers were used in the study. The study process was conducted quantitatively and qualitatively. The correlation between the MPST and MPTT scores of the students was identified in the quantitative section while the students' transfer levels of the modern physics topics to daily life were determined in the qualitative section. As a result of the analyses of the study, a weak, positive and significant relationship was found between the MPST and MPTT scores. In addition, It was revealed that the students' transfer levels of the modern physics knowledge were zero transfer, deficient transfer, and complete transfer and it was identified that the level of complete transfer was considerably low. Regarding the transfer of the modern physics knowledge to daily life, the topics, which complete transfer levels were the highest, were found as "Photoelectric Incident" and "Black-Body Radiation", and the topics, which complete transfer levels were the lowest, were detected as "Matter Waves" and "Pauli Exclusion Principle". Furthermore, it was also identified that the students' transfer levels varied according to other modern physics topics.