Role of physics 1 and lab curriculum elements on student's achievement from the viewpoint of physics teachers

The main goal of this study was examining the views of 1st grade high school physics teachers about the role of curriculum elements of Physics 1 (objectives, content, teaching strategies, learning materials, learning activities, time, space, classification and evaluation) on students’ achievement. The questionnaire was distributed among 150 physics teachers. The participants were selected through random cluster sampling method. It was a descriptive survey research. Data was analyzed using paired samples t–test and Friedman. The results showed that all nine curriculum elements and sub-elements have been of great importance in students’ achievement; however despite their importance in the viewpoint of teachers, these elements and sub-elements have not been taken into account in the current curriculum and eventually, the present curriculum is meaningfully distant from the favorable curriculum. In teacher's views, in the favorable curriculum the elements of learning activities, space, teaching strategies and time are the most effective elements in student's achievements orderly. Also, they believed that despite its distance from the favorable curriculum, the elements of content, evaluation, purposes and learning activities have been taken into account in the current curriculum.