The functioning of context-based physics instruction in higher education

In this study, both quantitative and qualitative research methods were utilized. In the quantitative part of the study, pre-posttest design include control group was used and physics problems were asked to both control (traditional physics instruction) and experimental group (context-based physics instruction) before and after application. In the qualitative part of the study, a structured interview with fifteen randomly selected students from the experimental group was used at the end of the application.

Participants

The research group of this study consists of 110, second year undergraduate students of Primary School Teaching Program from a Black Sea University in Turkey during the 2011-2012 academic year. The number of students in the experimental and control groups in two classes are given in Table 2 below. Researcher was not created these classes. They were created previously.

**Table 2. The Number of Students in the Groups**
Groups	N
Control (traditional physics instruction)	54
Experimental (context-based physics instruction)	56

Data Collection

Data were collected from two classes of the general physics course during fall semester. To determine the success of these two classess on potential energy, kinetic energy, and rotational kinetic energy, a measurement instrument consisting of five traditional problems was applied to both classes after application and the mean scores were compared. The problems were generated from physics books by this researcher. At the end of the study, a structured interview with fifteen randomly selected students from the class that context-based physics instruction was applied. Interview questions were generated in order to see functioning of context-based physics instruction in higher education with the perspective of students participated this application. This interview questions were: Q1. Did the lessons based on context-based approach change your attitude towards physics? Please explain. Q2. What do you think you gained from the lessons conducted utilizing the context-based approach?

Data Analysis

The data obtained from achievement instrument of the two classes were examined with a histogram plot and the Kolmogorov Smirnov Test to determine if the data show a normal distribution. The homogeneity of group variances were examined with Levene’s Test. As a result of these analyses with the SPSS 17.00 package program, it was determined the data show a normal distribution and the variances are equal. Therefore, parametric tests were used to analyze the data.

Students were encoded in the form of S1, S2,… Descriptive analysis was adopted for the qualitative data. Transcripted interviews were coded as first level code (inductive codes), then the related first level codes were grouped as themes and recoded regarding the questions (deductive codes). Using these thematic codes, the data was presented in tables (Tables 6 and 7). These themes led to explain interview questions. The findings drawn from the tables were supported by presenting sufficient excerpts from the students’ interviews.

Validity and Reliability

After researcher (physics teacher educator) generated problems on potential energy, kinetic energy, and rotational kinetic energy, they were also examined by two physics instructors to determine content validity of measurement instrument. A consensus was reached on the problems among instructors. An answer key consisting scores for each answer steps was created together to ensure data realiability. To ensure the validity and reliability following measures were also taken:

Researcher conducted this application in her physics course for both classes. There was no effect from existence of another researcher. So the application was conducted in a natural and trust environment.

In the study, the participants, data collecion tools, the process of data analysis and the application was reported in detail.

Following the presentation of the encoded data (interviews), direct quotations were presented by returning the data in order to make codes more explicit.

Researcher coded interview data again after three weeks for reliability and calculated agreement percentage with Agreement Percentage (P)=Consensus (Na) / ((Consensus (Na) + Dissidence (Nd)) X 100 formula introduced by Miles and Huberman (1994). P = 75 value was acquired, thus results was accepted reliable.

Application

This researcher applied the traditional instruction to one of the classses (control group) on potential energy, kinetic energy, and rotational kinetic energy topics. The context-based instruction was applied to the other class (experimental group) incorporating the same topics by the same researcher. Classes were equal to each other in general physics achievement (Table 4), based on a measurement instrument at the beginning of the semester. The application for both groups was three weeks (six hours). In the course conducted with the traditional instruction, the lecture method and the question-answer method were used. Physics problems related to topics were solved. Afterwards, examples from daily life were presented. In the course conducted according to the context-based instruction, the researcher began all lessons with contexts. The contexts and the contents of physics subjects are provided in Table 3.

Table 3. The Contexts and Physics Content Areas
Working titles	Contexts	Physics content areas
Physics in the news	· 110-meter world record with snow motor · Bead gun caused a coma	Potential energy, kinetic energy
Physics in the sports	· Archery · Pole vault	Potential energy, kinetic energy
Physics in the films	· The Lord of the Rings-The Two Towers · Ice Princess	Potential energy, kinetic energy, rotational kinetic energy
Physics in the entertainment	· Ferris Wheel · Roller coaster	Potential energy, kinetic energy, rotational kinetic energy

All contexts were shown via projector in classroom. Each context was introduced to the students in a form of discussion. After providing context, researcher raised several questions to initiate discussion. In the films, only related scenes to topics were shown in classroom. In “Ice Princess” film scene of a student’ skating attempts, and in “The Lord of the Rings-The Two Towers” film scene of using trebuchet were shown. Also after showing trebuchet scene, a text contains history of the trebuchet was read. And a constructed trebuchet mechanism (Figure 1) was examined and was applied with students in classroom. So students saw how a trebuchet works.

Figure 1. A wooden trebuchet used in physics classroom