Infographic applications in cooperative groups in physics teaching

Abstract

Contrary to the results of some studies, is online education expected to be as effective as face-to-face education? If this question is answered in the affirmative, how can a design be made for Physics education? This research aims to determine the effectiveness of infographic-assisted physics teaching with collaborative groups in teaching physics subjects online, face-to-face, and coeducational settings. In this research, action research method was used and both qualitative and quantitative findings were analyzed. The sample of the study consists of 168 students studying in one of the high schools in Turkey, where one of the researchers teaches physics. Four different data collection tools were used in the study. These tools are: a five-point Likert-type questionnaire, one consisting of 17 questions and the other 20 questions, an interview form consisting of 4 questions, and rubrics consisting of 6 items. Quantitative findings were evaluated with SPSS and qualitative findings were evaluated with the help of content analysis. According to the results obtained from the research findings, infographic applications in collaborative groups offered in different learning environments such as online, face-to-face, and hybrid learning contribute positively to the development of students’ self-efficacy and social skills for learning physics lessons. Applications carried out with infographic-supported collaborative groups (ISCGs); these applications contributed to the development of physics learning, attitude toward physics lessons, and social skills of students studying in online, face-to-face, and hybrid learning environments. It has been determined that these practices contribute positively to the elimination of academic and social differences among students. On the other hand, when ISCG applications in Physics education are carried out together with online education, which is perceived as disadvantageous, it increases the group responsibilities of the students and enables them to have equal opportunities with the environments where face-to-face education is provided. The technological content of ISCG applications affects the attitudes of high school students positively and ensures their active participation in the activities throughout the process.