Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Physics is considered by some to be the most
perplexing area in the sciences and perceived as a hard
subject for students from secondary school to the
university to adult-graduate education. Educational
research has provided evidence that attitudes towards
physics change with exposure to it. When students
have negative attitudes towards physics, they often do
not “like” physics courses or the teachers of those
courses. Based on this premise, numerous studies have
been conducted to determine the factors that affect
students’ attitudes towards physics. A goal that is
important to most if not all teachers of physics courses
is to inspire students to have a positive attitude towards
the subject. This goal encompasses an appreciation of
how physicists think and how they incorporate the
values that it provides, as well as, how it is applied to
other areas or related fields, and its application in
everyday life. In this regard, the aim of this
investigation has been to explore how to impact more
effectively positive students’ attitudes in physics
courses. To that end, we report the effectiveness of a
constructivistic multimedia-learning package (MLP) in
shaping and guiding students’ attitudes towards
physics.
