engleski

Experience of Active Learning of Physics: The Case of Students of Undergraduate University Study of Food Technology

This article presents personal experiences of active learning students from Food Technology, an undergraduate university study in a single intensive semester course of physics. The research was conducted in the academic years of 2015/2016, 2016/2017, 2017/2018 and 2018/2019 at the Faculty of Chemistry and Technology, University of Split. The active learning took place during laboratory exercises as part of the Physics course, enriched by the educational intervention that includes simple physical experiments and discussions. In this study, students were using sequences of active learning: (1) Predict–Observe-Explain and (2) Observe– Explain–Predict–Test. Those learning sequences activate existing students’ knowledge and test it by comparing predicted and observed experiments. These sequences were carried out by using simple experiments which include physical phenomena. Alternative learning concepts are well known to students and their written reports evidently show positive perception of active learning method and teaching procedures. All students indicated a positive attitude towards main features of the new learning method: deeper understanding of the physical laws, increased active involvement through discussion and experimentation, as well as change the perception of physical laws applicable to common, real-life experiences. A detailed analysis of students' comments resulted in a list of favourite simple experiments as Strange balance, Crushed can, Bernoulli’s principle – Chimney and they are presented in more detail in this paper.

Undergraduate physics ; active learning methods ; Strange balance ; Crushed can ; Bernoulli’s principle – Chimney

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