Investigating the Effectiveness of Physics Education using the Phenomenon-Based Method (PBL) with the Traditional Method

Omid Bahrami

Authors

Omid Bahrami Department of physics, Farhangian University, Tehran, Iran https://orcid.org/0009-0002-4654-1227

Keywords:

phenomenon-based, physics, education, traditional method

Abstract

Dynamic education in a rapidly changing world requires teachers who can see and understand problems and issues, search for their causes and provide solutions, and are willing to research, change, and innovate, and abandon old educational formats. Among them, physics is one of the subjects that most students consider irrelevant, boring, difficult, and unusable in the real world. This has made teaching physics in high school a challenge for physics teachers. What is important is that physics is an exciting science, and by finding ways to teach it, its attractiveness, excitement, and fun can be doubled.

This study was conducted with the aim of finding the effect of toys and simple experiments in teaching physics using a phenomenon-based method in order to attract students' interest and increase their understanding of this subject. The statistical population was first-year high school students. In this study, library studies and a researcher-made questionnaire were used, and descriptive and inferential statistics were used to analyze the data.

From the results of the study, it can be concluded that physics education using the phenomenon-based method has shown a significant impact on understanding and understanding of physics concepts and applying the laws of physics in life, but it has not had an impact on students' problem-solving abilities.

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