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

TL;DR

This study validates and analyzes the Turkish version of the AAPS survey, revealing differences in attitudes and approaches to physics problem solving among Turkish students and comparing them to American students, highlighting areas for educational improvement.

Contribution

It provides a validated Turkish AAPS survey and offers comparative insights into Turkish students' physics problem-solving attitudes versus American students.

Findings

Turkish university students are more expert-like than vocational high school students.

Significant differences exist between Turkish and American students on many survey items.

Turkish students show less expert-like attitudes on equations and problem difficulty, but more on meta-cognition.

Abstract

Student attitudes and approaches to problem solving can impact how well they learn physics. Prior research in the US 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 expert-like 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 expert-like 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 expert-like attitudes and approaches on items related to meta-cognition 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 US students on average responding to the items in more expert-like manner.