Abstract:

The purpose of this research was to study the effects of three different types of methods of teaching physics (conceptual change-based, real life context-based and traditional teaching) on high school physics students in the 11th grade in terms of approaches to learning physics they achieved in learning about the various topics. The research was conducted in three different 11th-grade physics classes in an Anatolian High School located in the province of İzmir. Experimental 1 Group (Conceptual Change Group -CCG) were given the conceptual change texts on the mentioned subjects, the Experimental 2 Group (Real life Context-Based Learning Group-RLCLG) were offered a teaching approach based on real life context-based learning, whereas the control group (Traditional Learning Group -TLG) was taught in the traditional style (lecturing, question ˗ answer). Data for the research were collected with the "Approaches to Physics Learning Scale." There were not significant differences revealed among the groups in terms of the students' approach to learning physics. However; as regarding to group variable resuls of univariate ANOVA’s obtained from each sub-scale data indicates that the difference between scores of deep approach 1 and surface approach is statistically significant and the observed difference between scores of deep approach 2 is statistically not significant

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