In this study, behavioral patterns in teacher-student interaction are investigated as a factor affecting physics instruction in 9-12th grades of different high schools in the province of Erzincan. An instrument was developed to gather data on teachers’ and students’ instructional behaviors, which are major elements of effective teaching and learning. Analysis of the data reveals that the expected and observed behavioral patterns both achieve the objectives of physics course and develop cognitive, affective and psychomotor skills, results are presented in the light of the views and recommendations of teachers and students.

Keywords: Physics education, physics teaching, science teaching