The Interaction between an Aesthetic Approach in Teaching “Newton’s Laws” and General Secondary Education Average, and its Effect on Class Teacher Student’s Understanding of Physical Concepts and their Attitudes towards Physics

Abstract

This study investigated the effect of employing an aesthetic approach in teaching “Newtons’ Laws” on class teacher student’s understanding of physical concepts and their attitudes towards physics. The study also investigated if there is an interaction between students’ GSE (General Secondary Education) percentage average and teaching method. A total of 103 class teacher students at the Faculty of Educational Sciences and Arts, which is run by UNRWA in Jordan, participated in the study, (44 in experimental group, and 59 in control group). A pre-post scientific concepts test and attitudes towards physics scale were administered. The results revealed that there were statistically significant differences between the study groups in favour of students in the experimental group on both study variables, and there was no statistical differences in student’s understanding of scientific concepts and attitudes towards physics due to the interaction between the teaching method and the GSE average. The study recommended the importance of employing aesthetic approach in teaching scientific concepts.