THE EFFECT OF THE PEER INSTRUCTION TECHNIQUE IN TEACHING FORCE AND MOVEMENT TOPIC ON THE 9th GRADE STUDENTS' ATTITUDES TOWARDS THE PHYSICS COURSE

This study aimed to examine whether the peer instruction technique has effects on the attitudes of the 9th grade students towards the physics course. To this end, the study employed a single group pretest-posttest experimental model. A total of 42 students (24 female and 18 male) attending 9/A and 9/B groups at a private secondary education institution in Ke？i？ren, a town in Ankara, participated in the study. Among the students in the classroom, 5 students for each class were identified as ''Teaching Peer''. Before the experiment, three 40-minute sessions of peer education training process were conducted with the students who had been determined as the teaching peers. After the peer education training process, the unit of 'Force and Motion' was taught with the peer instruction technique in both groups for 10 weeks. The data for this study were obtained through the Current Physics Attitude Scale for Secondary School Students. As a result of the study, it was revealed that peer instruction technique positively influenced the attitude levels of the 9th grade students participating in the study towards the physics course. In this context, the peer instruction technique can be considered as an alternative approach to increase the attitude levels of the 9th grade students towards the physics course