The aim of this research was to explore the effects of three different types of methods of learning
physics (conceptual change-based, real life context-based and traditional learning) on high school
physics students in the 11th grade in terms of conceptual change they achieved in learning about the
various topics (pressure exerted by solids, pressure in stagnant liquids and gases, buoyancy,
Bernoulli’s principle). In this study, a pre-test/post-test quasi-experimental method with
nonequivalent control group, involving a 3 (group) × 2 (time) factorial design was used. Study group
1 were given the conceptual change texts on the mentioned subjects, study group 2 were offered a
teaching approach based on real life context-based learning, whereas the control group was taught in
the traditional style. Data for the research were collected with the ‘pressure conceptual test’. As
a result of research, the number of misconceptions had been reduced or shifted altogether in all
three groups…