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COMPARISON OF STUDENTS’ LEARNING AND ATTITUDES IN TECHNOLOGY SUPPORTED AND LABORATORY BASED ENVIRONMENTS

Year 2017, Volume: 6 , 109 - 113, 01.09.2017

Abstract

This
research study aimed to compare students’ conceptual knowledge and attitudes
towards physics lesson who were separately taught with three different methods.
The main research question was as follows: Are there significance differences
among technology supported teaching, laboratory-based teaching, and
curriculum-based teaching in terms of students’ learning and attitudes? True
experimental design was carried out for this research. The participants of this
study were 144 9th grade students studying in an all-boys state high
school. The students who were in the technology supported classroom constituted
the first experimental group while the students in the laboratory based
classroom comprised the second experimental group. There was also one control group
whose students were taught based on the curriculum. Each group had 48 students.
The teacher of three groups was the same. Data were collected in the physics
lessons. The students’ conceptual learning was assessed with the help of
"Force and Motion Achievement Test". This test was applied before and
after the treatment with an eight-week time difference. In order to determine
any change in the students’ attitudes towards physics lesson, "Physics
Lesson Attitude Scale" was used. Effect sizes were calculated for the
changes in students’ knowledge and attitudes. Findings showed significant
differences between the experimental groups and control group. In other words,
when technology or laboratory approach was embedded in the instruction, the
students became better learners and their attitudes increased. Results also
presented no significant differences between the experimental groups. 

References

  • Akpan, J. P. (2002). Which comes first: Computer simulation of dissection or a traditional laboratory practical method of dissection. Electronic Journal of Science Education, 6(4): http://wolfweb.unr.edu/homepage/crowther/ejse/akpan2.pdf Bozkurt, E., & Sarikoc, A. (2008). Fizik eğitiminde sanal laboratuvar geleneksel laboratuvarın yerini tutabilir mi? Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 89-100. Cicconi, M., (2014). Vygotsky meets technology a reinvention of collaboration in the early childhood mathematics classroom. Early Childhood Education Journal, 42, 57-65. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Lawrence Earlbaum Associates. Coramik, M. (2012). The effect of teaching magnetism unit with computer-aided and experiment-aided activities on 11th grade students? self-efficacy, metacognition, attitude, motivation and conceptual understanding. Unpublished Master Thesis. Balıkesir University, Balikesir. Darrah, M., Humbert, R., Finstein, J., Simon, M., & Hopkins, J. (2014). Are virtual labs as effective as hands-on labs for undergraduate physics? A comparative study at two major universities. Journal of Science Education and Technology, 23(6), 803-814. Demirtas-Yilmaz, F. (2014). A Meta-Analysis Of The Effects Of Laboratory Based Teaching On Students' Success. Unpublished master thesis. Yuzuncu Yil University, Van, Turkiye Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., . . . LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physics Review Special Topics Physics Education Research 1, 1-8. Forssell, K. S. (2011). Technological pedagogical content knowledge: Relationships to learning ecologies and social learning networks. Unpublished doctoral dissertation. Stanford University, Stanford, CA. Freedman, M P. (1995). The relationship between laboratory instruction, attitude toward science, and physical science achievement among diverse ninth grade students. Unpublished doctoral dissertation. Temple University, Philadelphia, PA Freedman, M. (1997). Relationship Among Laboratory Instruction, Attitude Toward Science and Achievement in Science Knowledge. Journal of Research in Science Teaching, 34(4), 343-357. Geban, Ö., Ertepınar, H., Yılmaz, G., Atlan, A., & Şahpaz, Ö. (1994). Bilgisayar destekli eğitimin öğrencilerin fen bilgisi başarılarına ve fen bilgisi ilgilerine etkisi. I. Ulusal Fen Bilimleri Eğitimi Sempozyumu. Dokuz Eylül Üniversitesi, İzmir. Gokalp, M. S. (2011). The effect of webquest based instruction on ninth grade students' achievement in and attitude towards force and motion. Unpublished Doctoral Dissertation. Middle East Technical University, Ankara, Turkiye. Grimm, C. R. (1995). The effect of technology-rich school environments on academic achievement and attitudes of urban school students. Unpublished doctoral dissertation. Old Dominion University, Norfolk, VA. Jimoyiannis, A., & Komis, V. (2001). Computer simulations in physics teaching and learning: A case study on students’ understanding of trajectory motion. Computer & Education, 36(2), 183-204. Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates. Krathwohl, D. R. (1997). Methods of educational and social science research: An integrated approach. Reading, UK: Addison-Wesley. Marty, J. F. (1985). Selected effects of a computer game on achievement, attitude, and graphing ability in seconday shool algebra. Unpublished doctoral dissertation. Oregon State University, Corvallis, OR. McFarlane, A. E., & Sakellariou, S. (2002). The role of ICT in science education. Cambridge Journal of Education, 32 (2), 219 – 232 Norton, S. W. (1985). The Effects of an independent laboratory investigation on the critical thinking ability and scientific attitude of students in a general microbiology class. Unpublished doctoral dissertation. Auburn University, Auburn, AL. Saka, A., & Yılmaz, M. (2005). Bilgisayar destekli fizik öğretiminde çalışma yapraklarına dayalı materyal geliştirme ve uygulama. The Turkish Online Journal of Educational Technology, 4, 120-131. Wiggins, F. (2006). The effects of hands-on science instruction on the science achievement of middle school students. Unpublished doctoral dissertation. Texas Southern University, Houston, TX. Zacharia, Z., & Anderson, O. R. (2003). The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students’ conceptual understanding of physics. American Journal of Physics, 71(6), 618-629.
Year 2017, Volume: 6 , 109 - 113, 01.09.2017

Abstract

References

  • Akpan, J. P. (2002). Which comes first: Computer simulation of dissection or a traditional laboratory practical method of dissection. Electronic Journal of Science Education, 6(4): http://wolfweb.unr.edu/homepage/crowther/ejse/akpan2.pdf Bozkurt, E., & Sarikoc, A. (2008). Fizik eğitiminde sanal laboratuvar geleneksel laboratuvarın yerini tutabilir mi? Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 89-100. Cicconi, M., (2014). Vygotsky meets technology a reinvention of collaboration in the early childhood mathematics classroom. Early Childhood Education Journal, 42, 57-65. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Lawrence Earlbaum Associates. Coramik, M. (2012). The effect of teaching magnetism unit with computer-aided and experiment-aided activities on 11th grade students? self-efficacy, metacognition, attitude, motivation and conceptual understanding. Unpublished Master Thesis. Balıkesir University, Balikesir. Darrah, M., Humbert, R., Finstein, J., Simon, M., & Hopkins, J. (2014). Are virtual labs as effective as hands-on labs for undergraduate physics? A comparative study at two major universities. Journal of Science Education and Technology, 23(6), 803-814. Demirtas-Yilmaz, F. (2014). A Meta-Analysis Of The Effects Of Laboratory Based Teaching On Students' Success. Unpublished master thesis. Yuzuncu Yil University, Van, Turkiye Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., . . . LeMaster, R. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. Physics Review Special Topics Physics Education Research 1, 1-8. Forssell, K. S. (2011). Technological pedagogical content knowledge: Relationships to learning ecologies and social learning networks. Unpublished doctoral dissertation. Stanford University, Stanford, CA. Freedman, M P. (1995). The relationship between laboratory instruction, attitude toward science, and physical science achievement among diverse ninth grade students. Unpublished doctoral dissertation. Temple University, Philadelphia, PA Freedman, M. (1997). Relationship Among Laboratory Instruction, Attitude Toward Science and Achievement in Science Knowledge. Journal of Research in Science Teaching, 34(4), 343-357. Geban, Ö., Ertepınar, H., Yılmaz, G., Atlan, A., & Şahpaz, Ö. (1994). Bilgisayar destekli eğitimin öğrencilerin fen bilgisi başarılarına ve fen bilgisi ilgilerine etkisi. I. Ulusal Fen Bilimleri Eğitimi Sempozyumu. Dokuz Eylül Üniversitesi, İzmir. Gokalp, M. S. (2011). The effect of webquest based instruction on ninth grade students' achievement in and attitude towards force and motion. Unpublished Doctoral Dissertation. Middle East Technical University, Ankara, Turkiye. Grimm, C. R. (1995). The effect of technology-rich school environments on academic achievement and attitudes of urban school students. Unpublished doctoral dissertation. Old Dominion University, Norfolk, VA. Jimoyiannis, A., & Komis, V. (2001). Computer simulations in physics teaching and learning: A case study on students’ understanding of trajectory motion. Computer & Education, 36(2), 183-204. Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates. Krathwohl, D. R. (1997). Methods of educational and social science research: An integrated approach. Reading, UK: Addison-Wesley. Marty, J. F. (1985). Selected effects of a computer game on achievement, attitude, and graphing ability in seconday shool algebra. Unpublished doctoral dissertation. Oregon State University, Corvallis, OR. McFarlane, A. E., & Sakellariou, S. (2002). The role of ICT in science education. Cambridge Journal of Education, 32 (2), 219 – 232 Norton, S. W. (1985). The Effects of an independent laboratory investigation on the critical thinking ability and scientific attitude of students in a general microbiology class. Unpublished doctoral dissertation. Auburn University, Auburn, AL. Saka, A., & Yılmaz, M. (2005). Bilgisayar destekli fizik öğretiminde çalışma yapraklarına dayalı materyal geliştirme ve uygulama. The Turkish Online Journal of Educational Technology, 4, 120-131. Wiggins, F. (2006). The effects of hands-on science instruction on the science achievement of middle school students. Unpublished doctoral dissertation. Texas Southern University, Houston, TX. Zacharia, Z., & Anderson, O. R. (2003). The effects of an interactive computer-based simulation prior to performing a laboratory inquiry-based experiment on students’ conceptual understanding of physics. American Journal of Physics, 71(6), 618-629.
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Details

Journal Section Articles
Authors

Onur Oymak This is me

Feral Ogan-bekiroglu This is me

Publication Date September 1, 2017
Published in Issue Year 2017 Volume: 6

Cite

APA Oymak, O., & Ogan-bekiroglu, F. (2017). COMPARISON OF STUDENTS’ LEARNING AND ATTITUDES IN TECHNOLOGY SUPPORTED AND LABORATORY BASED ENVIRONMENTS. The Eurasia Proceedings of Educational and Social Sciences, 6, 109-113.