It is our wish for students to have a positive attitude towards science and to feel successful in acquiring new knowledge. Activities that contribute to forming an opinion on physics can also be those students perform during class, such as solving jeopardy problems. Instruction of jeopardy problems include a mathematical or graphical representation of the physical situation or process. Students then suggest the text of the task, which can be described with the given representation, or describe the situation or process as accurately as possible. Throughout the research, we wanted to find out how the students and teachers feel about jeopardy problems.
Five high school sections of students and two physics teachers participated in this study. We introduced jeopardy problems to students and observed how they responded to new tasks. After approximately three months of solving jeopardy problems regularly, students solved a survey. Before we introduced jeopardy problems to the students, both teachers participated in an interview. After the students solved the survey, the teachers were asked if their opinion on jeopardy problems changed during the research. This master's thesis presents the findings of the research conducted, which are based on the observation of students while solving jeopardy problems as well as on the answers in surveys and interviews.
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