A Study on curriculum development on electricty, magnetism and electronic for high scholl physics courses

VII ABSTRACT A new curriculum design was developed in order to gain a new insight to the convensional physics education. Developed curriculum design contains objectives, subtitles, behavioural objectives, specification tables and equations for selected units, namely electricity, magnetism and electronics. Application step of developed curriculum design was on magnetic effect of current force acting on a current carrying straight wire in magnetic induction and force of two parallel current carrying wires. Evaluated program has been applied in "M.E.V. Avni Akyol Özel Fen Lisesi". Randomly selected two control and one trial groups have been selected. Convensional program was applied to the control groups by the school teacher and evaluated program was applied to the trial group by the researcher. In order to determine existing stiuation within the groups, an achievement test was applied to the students. At the end of the application, a post- test has been applied to the groups. Tests were prerared such that, every questions aimed at measuring a specific objective. Pre-test and post-tests consist of ten multiple choice and ten clasical questions. Every question was carefully built in order to prevent overlapping of subjects. Question in pre- test were designed to evaluate certain concepts which were supposed to be learned before-hand. Questions in post-test were completely designed to cover concepts aimed at application contents. Obtained data were analysed by means oft- test in order to compare means of the groups. Standart deviation, correlation, mean value and t numbers have also been determined. A 0,05 significance level has been set throughout the work. No meaningful difference has been observed between control and trial groups basen on pre-test evaluation. The statistical t-test results give a t-number at 2,82 between trial group to which newly designed program applied and control 1, to which convensional program was applied. Same analyses gave us a t-number of 2,07 between trial group and control group 2. At the end of the application, similar analyses has been carried out. t- test numbers obtained were 4,39 and 5,37, for trial-control group 1 and trial-control 2, respectively. Based on these statistical data, one can state that the developed curriculum produces more success. No significant difference at success of the control groups has been observed.