Surveying Turkish high school and university students’ attitudes and approaches to physics problem solving

Abstract

Students' attitudes and approaches to physics problem solving can impact how well they learn physics and how successful they are in solving physics problems. Prior research in the U.S. using a validated Attitude and Approaches to Problem Solving (AAPS) survey suggests that there are major differences between students in introductory physics and astronomy courses and physics experts in terms of their attitudes and approaches to physics problem solving. Here we discuss the validation, administration, and analysis of data for the Turkish version of the AAPS survey for high school and university students in Turkey. After the validation and administration of the Turkish version of the survey, the analysis of the data was conducted by grouping the data by grade level, school type, and gender. While there are no statistically significant differences between the averages of various groups on the survey, overall, the university students in Turkey were more expertlike than vocational high school students. On an item by item basis, there are statistically differences between the averages of the groups on many items. For example, on average, the university students demonstrated less expertlike attitudes about the role of equations and formulas in problem solving, in solving difficult problems, and in knowing when the solution is not correct, whereas they displayed more expertlike attitudes and approaches on items related to metacognition in physics problem solving. A principal component analysis on the data yields item clusters into which the student responses on various survey items can be grouped. A comparison of the responses of the Turkish and American university students enrolled in algebra-based introductory physics courses shows that on more than half of the items, the responses of these two groups were statistically significantly different, with the U.S. students on average responding to the items in a more expertlike manner.

An Academic Survey Concerning High School and University Students’ Attitudes and Approaches to Problem Solving in Chemistry

“…The physics version of the AACPS scale (AAPS) was simultaneously conducted in the sample group of this study by Balta, Mason, and Singh (2016), and the results of the chemistry version were compared with the results relevant to attitudes and approaches towards problem solving in physics. As the reliability coefficients of the first application used in a comprehensive group of physics students in the United States (α=0.82) (Mason, & Singh, 2010) and the chemistry (α=0.81) and physics versions applied in Turkey (α=0.85) are of high values, we understand that the scale was confirmed as relevant to its purposes and proved its external validity.…”

Psychometric and Structural Evaluation of the Physics Metacognition Inventory Instrument

“…For the last few decades, studies on metacognition have emphasized problem-solving processes. Physics problem solving involves a complex cognitive process and metacognition is the biggest factor to success in physics problem solving (Balta, Mason, & Singh, 2016). The students who use metacognition in a problem-solving process have a higher probability to get a correct solution (Akben, 2018;Koch, 2001).…”

“…Also, the development of PMI is based on the MAI pattern which consists of 6 (six) dimensions and focuses on the use of diagrams in solving physics problems (Taasoobshirazi & Farley, 2013). Most research examines metacognition in solving physical problems using oral interviews by developing several items (Balta et al, 2016;Kryjevskaia et al, 2014;Mansyur, Lestari, Werdhiana, & Rizal, 2018;Mundilarto, 2003;Pathuddin, Budayasa, & Lukito, 2019).…”

The Effect of Student Collaboration in Solving Physics Problems Using an Online Interactive Response System

“…All students take two consecutive high stake national exams (YGS and LYS respectively) toward the end of the grade 12 (Balta, Mason, & Singh, 2016). Depending on their success in these two exams students either enroll at a university, a collage (two-year program year program that corresponds to community college in the United States) or open education faculty.…”