STUDENTS´ ATTITUDES FROM OSIJEK REGION FOR PHYSICAL PROBLEM SOLVING

Stavovi studenata i učenika o fizici i učenju fizike kao i pristup rješavanju fizikalnih problema istražuju se različitim anketama od kojih su najpoznatije CLASS (engl. Colorado Learning Attitudes about Science Survey) i AAPS (engl. Attitudes and Approaches to Problem Solving). Publicirani rezultati pokazuju da se stavovi studenata, osobito u prvim godinama studija, značajnije razlikuju od stavova stručnjaka. U osječkoj regiji, AAPS anketom su ispitani učenici srednjih škola (343 učenika) kao i studenti tehničkih fakulteta i Odjela za fiziku Sveučilišta u Osijeku (541 student). Dobiveni podaci statistički su analizirani s obzirom na spol i program srednjoškolskog obrazovanja učenika i studenata. Pored toga, izjave u anketi raspodijeljene su u tri kategorije: Primjena konceptualnoga razumijevanja; Strategije rješavanja zadataka; Individualni pristup i odnos pri rješavanju zadataka (motivacija, upornost, samopouzdanje). Dobiveni stavovi ispitanika analizirani su unutar svake od predloženih kategorija. Rezultati statističke analize ne pokazuju značajnu razliku u stavovima učenika i studenata s obzirom na spol, dok razlika postoji kada se analiziraju stavovi prema vrsti srednjoškolskog obrazovanja kao i unutar pojedine kategorije. Prokomentirani su razlozi koji utječu na dobivene rezultate te predložena neka od mogućih rješenja.Attitudes of students about physics and physics learning as well as approach to solving physical problems are explored by various surveys, most notably the CLASS (Learning Discipline on Scientific Research) and AAPS (Attitudes and Problem Solving Approaches). The published results show that attitudes of students, especially in the first years of study, differ significantly from attitudes of experts. In the Osijek region, high school students (343 students) and students of the technical faculty and the Department of Physics of the University of Osijek (541 students) surveyed the AAPS survey. The obtained data were statistically analyzed with regard to gender and secondary education of high school students and technical faculty students. In addition, the statements in the survey are divided into three categories: Applying Conceptual Understanding; Task Solving Strategies; Individual approach and relationship in task solving (motivation, persistence, self-confidence). The attitudes of respondents were analyzed within each of the proposed categories. The results of statistical analysis do not show a significant difference in the attitudes of students and students with regard to gender, whereas there is a difference when analyzing attitudes by type of secondary education as well as within certain categories. There are commented reasons that affect the obtained results and suggested some of the possible solutions