Examination of the knowledge-based approach levels of high school 11th grade students to physics in daily life in terms of some variables

The aim of this study is to investigate the level of the knowledge-based approach to physics events in the daily lives of 11th-grade high school students in terms of various variables. The research is a quantitative study with a survey model. The study involved 855 11th-grade high school students studying in secondary education institutions throughout the province of Diyarbakır during the 2018-2019 academic year. For data collection, the Knowledge-Based Approach Scale to Physics in Daily Life and a Personal Information Form were utilized. Stratified purposive sampling was employed, and data were collected by selecting three schools each, categorizing them by school type (Science High School: 230, Anatolian High School: 286, and Vocational High School: 339). The participants' knowledge-based approach levels to physical phenomena in daily life were examined concerning gender, school type, number of siblings, parental education level, family income, subscription to and following of scientific journals, computer use, and purpose of internet use. Following the normality analysis, it was concluded that the data were homogeneously distributed, considering the kurtosis and skewness values. Descriptive analysis, ANOVA test, and independent group t-test were employed in data analysis, utilizing the SPSS 20 package program. The research results indicated significant differences in the level of students' knowledge-based approach to physical phenomena in daily life based on gender, school type, number of siblings, parental education level, family income status, subscription to scientific journals, computer use, using the internet for social communication, and using the internet for academic purposes. Additionally, no significant difference was found in terms of following scientific journals and accessing the internet in cafes, etc.