Physics courses in secondary education are one of the primary lessons that contribute to the cognitive development of students. In this course, students try to make sense of natural phenomena unfolding around them by using the laws of physics and scientific methods (Taşlıdere & Eryılmaz, 2012). Since physics is quintessentially an intellectual pursuit mainly based on mathematical processes, students find it difficult and boring (Tekbıyık & Akdeniz, 2010). Therefore, students develop a certain bias that no matter what they do, they will fail the course. The prerequisite for effectively teaching this course is to increase the students’ interest and motivation (Whitelegg & Parry, 1999). To improve interest and motivation, students should first develop a positive attitude towards the course. Science educators also agree on this and argue that one of the most important objectives of the curriculum should be to help students develop a positive attitude towards science courses (Aiken & Aiken, 1969). For this context, while drafting the physics curriculum for the academic term 2018-2019, the Ministry of National Education (MoNE) significantly reduced the proportion of mathematical processes in the 9th and 10th grade physics courses, making physics more relatable to everyday life (MoNE, 2018). The objective of the simplification of physics courses through purging them of mathematical operations was to increase positive attitudes towards physics courses. In physics, the students’ attitudes towards scientific methods, learning physics, subjects of physics and physics are important (Mbajiorgu & Reid, 2006). For learning to take place effectively and for students to learn a subject or skill, they must have the required cognitive entry behaviors and the affective entry characteristics. Cognitive entry behavior represents the behavioral prerequisites required to acquire the targeted skills while affective entry characteristics express students’ interests in and attitudes towards the course and their confidence. The student’s interest in and attitude towards a course corresponds to the motivation for learning that expresses the student’s desire and efforts to learn (Yaşar & Anagün, 2008). Teachers, family, gender, peers, motivation, and anxiety about scientific subjects affect students’ attitudes towards science courses (George, 2006). Academic confidence is a form of self-perception of whether a student can learn something or not, based on his/her previous learning experiences (Sağlam, 2001). Sümeyye Aydın Gürler Gaziantep University, Turkey Oktay Baykara Fırat University, Turkey Abstract. The aim of present research was

中文翻译：

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物理课程态度量表的开发和学生态度的审查

中学物理课程是促进学生认知发展的主要课程之一。在本课程中，学生尝试通过使用物理定律和科学方法来理解围绕他们展开的自然现象 (Taşlıdere & Eryılmaz, 2012)。由于物理本质上是一种主要基于数学过程的智力追求，因此学生会发现它既困难又乏味（Tekbıyık & Akdeniz，2010）。因此，学生会产生一定的偏见，认为无论他们做什么，他们都会不及格。有效教授这门课程的前提是增加学生的兴趣和动力（Whitelegg & Parry, 1999）。为了提高兴趣和动力，学生首先应该对课程形成积极的态度。科学教育者也同意这一点，并认为课程最重要的目标之一应该是帮助学生培养对科学课程的积极态度（Aiken & Aiken，1969）。在此背景下，国家教育部（MoNE）在起草2018-2019学年物理课程的同时，大幅降低了9、10年级物理课程中数学过程的比例，使物理更加贴近日常生活（MoNE）。 , 2018)。通过清除数学运算来简化物理课程的目的是增加对物理课程的积极态度。在物理学中，学生对科学方法、学习物理学、物理学和物理学科目的态度很重要（Mbajiorgu & Reid，2006）。为了有效地进行学习并让学生学习一门学科或技能，他们必须具备所需的认知进入行为和情感进入特征。认知进入行为代表获得目标技能所需的行为先决条件，而情感进入特征表达学生对课程的兴趣和态度以及他们的信心。学生对课程的兴趣和态度对应于表达学生学习愿望和努力的学习动机（Yaşar & Anagün, 2008）。教师、家庭、性别、同伴、动机和对科学科目的焦虑会影响学生对科学课程的态度（乔治，2006 年）。学业自信是一种自我认知的形式，即学生是否可以学习某些东西，基于他/她以前的学习经验（Sağlam，2001）。Sümeyye Aydın Gürler Gürler Gaziantep 大学，土耳其 Oktay Baykara Fırat 大学，土耳其 摘要。目前研究的目的是