HIGH SCHOOL STUDENTS' OPINIONS ABOUT PHYSICS EDUCATION HELD WITH DIFFERENTIATED INSTRUCTION

High school students' opinions about use of agenda technic that was based on differentiated instruction method in physics course were analyzed in this study. The study was conducted with 30 students at the 10th grade (age of 15-16) in a public high school in Turkey. The research application lasted two weeks. Prior knowledge test was applied to students to measure their knowledge base about buoyancy force. An agenda was created in which duties (i.e. experiments, animations, reading packs, and questions) related to buoyancy power were organized. Duty distribution in the agenda was made according to students' prior knowledge. Students orderly made the duties in the agenda that was organized according to their prior knowledge in buoyancy power subject. Teacher had a guiding position in this process. Students learnt the subject by themselves. Qualitative data was obtained from students as conducting semi-structured interviews with them at the end of the application. In semi-structured interviews, students stated that they understood the subject better in this way, participated to the lecture more actively, their interest to physics course increased and this technic's application to experiment requiring courses would positively affect their academic successes however they had difficulties on time.