Influence of learning Physics by reading and learning Physics by doing on the Shift in Level of Scientific Reasoning

Abstract

The study observes two groups of high school students exposed to two different methods of teaching: the first group (N=181) learning physics by reading (LPLR) and the second group (N=170) learning physics by doing (LPD). This study investigates the influence of two different methods of teaching/learning on increasing the level of scientific thinking and uses the Lawson test of scientific thinking for that purpose. Our data indicate that the first group (learning physics by reading) achieves a normalized gain G=0.16, while the other group achieves G=0.31 on the Lawson test within a one semester long project. A particular attention was paid to the transition of concrete thinkers into higher levels of thinking within individual groups. For group LPLR it is 24% while for group LPD it amounts to the significant 44%. Aware of the factors that influence the increase of students' cognitive level, we allow the application of some useful interventions into the physics lessons in order to make them more productive for the students.