The reason for this is that it is seen as a waste of time for successful students to devote too much time to students with low academic success and learning together in order to advance group success. As a result of the applications, the students' group success, understanding levels and application skills in the process improved positively in the five observation steps, but the attitudes and motivations of the students with high academic achievement were negatively affected. Based on research findings it has been revealed that the developed material is applicable in all types of schools where the 10th-grade physics course is taught, is understandable, overlaps with the content of the curriculum, and has an evaluation competence that can reflect the learning outcomes of the curriculum. Within the scope of action research, qualitative and quantitative methods were used together.

The research process was carried out in six stages: Logger pro-supported experimental application, simulation application, analogy application, associating with daily life, modeling and evaluation. Interview, observation and student documents were used to test the hypotheses of the research. The action researcher personally intervened in the process at every stage of the implementation process to ensure that the teaching material became applicable. In the research, action research method was used.

The study was carried out with 134 students at the school where the researcher taught in the spring semester of the 2019-2020 academic year. In this context, activities in which measurements are made with Logger Pro sensors, which are computer-applied with the innovative technology in 10th-grade optics subjects, have been developed. This study aimed to develop teacher guide material for students who are uninterested in physics lessons in high schools.

Logger pro for students