This research was carried out to determine the effect of teaching according to 4MAT teaching method on high school students' attitude towards physics course and the relationship between students' learning styles and their attitudes towards physics course. The research was carried out in the 2016-2017 academic year. The study group of the research consisted of high school 2nd grade students studying in a public high school. In the research, quasi-experimental design with pre-test post-test control group was used. In the research, Kolb Learning Style Inventory, Achievement Test and Physical Attitude Scale were used to determine the learning styles of the students. SPSS program was used in the analysis of the data and the significance level was accepted as p<0.05. Whether the data showed normal distribution was analyzed with the Kolmogorov-Smirnov test. For the data that do not conform to the normal distribution of the test results, analyzes were performed using Mann-Whitney U and Kruskal Wallis-H test. It was found that the learning styles of students are different from each other. It was observed that the post-test attitude scores of the experiment and control group students increased. However, the ratio of increase was at the same level in both the experimental and the control group. Considering this result, it can be said that the 4MAT teaching method applied in the experimental group does not make a difference in student attitudes compared to the traditional method applied to the control group. It has been observed that students with different learning styles have different attitudes towards physics course. While the attitudes of students with common sense (Type 3) learning style towards the course were the most positive in the experimental group, the attitudes of students with dynamic (Type 4) learning style towards the course were the most positive in the control group.
Learning Style, Attitude, 4MAT Teaching Method, Physics Course, Students