Counterintuitive physics problems and effect of these problems on student success

This study has investigated the effects of counterintuitive physics problems (CIP) on physics achievement in an introductory physics course at high school level. In this study, pretest-posttest and quasi experimental design with control group was used.The research, which three groups of student participated, was performed at Ulugbek International School in Uzbekistan. During the 6-week study with 48 students, one group received the strategy instruction while the other two groups acted as control. The classes were randomly defined as 10B experimental, 10A and 10C control groups. Data collected by Physics Achievement Test (PAT), which is prepared by researcher, was used to determine the strategy and control groups.In this study two types of teaching method were used. These are; (1) teaching with CIP and (2) Traditional instruction. At the beginning of the research a physics achievement test and counterintuitive physics problems that are related to Newton?s Laws were developed. The curriculum and the books that are used in International Schools were taken into account and then the PAT was prepared.The achievement test was applied to students that were familiar with Newton?s Laws. It was a pilot study with 70 students of 10th grade that were attending three different private high schools of Ankara, in fall semester of 2008- 2009 academic year. Through advisor?s opinion, necessary corrections were made. Responses from PAT were pilot tested for reliability (Cronbach's Alpha =0,876) prior to the experimental study. Experiment and control groups were compared with the data gathered by survey. The lessons carried out with CIP have been found more interesting and was more effective on physics achievement.