The Effects of using Algodoo in Science Teaching at Middle School

Year 2018, Volume: 9 , 151 - 156, 18.08.2018

Aysegul Cayvaz Hakan Akcay

Abstract

The study examined the effects of
instructional approaches as support for scientific learning using a simulation
program, Algodoo. The well-known difficulties on learning science concept is
supported by Algodoo program. Algodoo is a physic simulation program and it is
integrated 7 ^th grade work and energy unit science classes. The
study is conducted at a state school in İstanbul 2017-2018 semesters ,3
instructors and their two classes totally six classes and 202 students
participate the study. The study designed as an experimental research. Each
instructors’ experiment and control group is randomly selected. During the
three weeks, each instructors lecture control group with traditional method and
experimental group is studied science lessons supported with Algodoo. Pre-test
and post –test are applied to all participant as quantative data tools and
reflections and worksheets are applied to experiment groups as qualitative data
tools. The acquired results show that students have positive attitudes towards
Algodoo program they seen lesson which is applied Algodoo more enjoyable and
meaningful for them. These kinds of feedback also effect the students’
perspective towards science lesson and students ‘success. Algodoo can be
applied to students from different education levels.

 

Keywords

Algodoo, Work and energy unit, Simulations

References

• Akbulut, H. İ., Şahin, Ç., & Çepni, S. (2013). Examining Conceptual Change in Work and Energy Topic:Dual Situated Learning Model Sample. Mehmet Akif Ersoy Üniversitesi Fakültesi Dergisi, 241-268. Algoryx. (2017). Algodoo. http://www.algodoo.com/ adresinden alındı Autio, O., & Soobik, M. (2017). Technological Knowledge and Reasoning in Finnish and Estonian Technology Education. International Journal of Research in Education and Science, 193-202. Aydın, G., & Balım, A. G. (2005). An Interdisiplinary Application Based on Constructivist Approach:Teaching of Energy Topics. Journal of Facullty of Sciences, 145-166. Bezen, S., Bayrak, C., & Aykutlu, I. (2016). Physic Teachers' Views on Teaching the concept of Energy. Eurasian Journal of Educational Research, 109-124. Bollen, L., & Joolingen, W. R. (2013). SimSketch:Multiagent Simulations Based on Learner-Created Sketches for Early Science Education. IEEE Transactıons on Learning Technologies, s. 208-216. Cydis, S. (2015). Authentic Instruction and Technology Literacy. Journal of Learning Design, 68-78. Çelik, H., Sarı, U., & Harwanto, U. N. (2015). Evaluating and Developing Physics Teaching Materials with Algodoo in Virtual Environment : Archimedes' Principles. International Journal of Innovation in Science and Mathematics Education, s. 40-50. Daramola, F. O., Yusuf, M. O., & Oyelekan, O. S. (2015). Information and Communication Technology Literacy among Student-Teachers in Universities in Nigeria. Malaysian Online Journal of Educational Technology. Fraenkel, J. R., & Wallen, N. E. (2005). Experimental Research. J. R. Fraenkel, & N. E. Wallen içinde, How to Design Design and Evaluate Research in Education (s. 267). Ghilay, Y., & Ghilay, R. (2015). TBAL:Technology Based Active Learning in Higher Education. Journal of Education and Learning, 10-18. Gregorcic, B., & Bodin, M. (2017). Algodoo:A Tool for Encouraging Creativity in Physic Teaching and Learning. The Physic Teacher, 25-28. Güven, G., & Sülün, Y. (2012). Bilgisayar Destekli Öğretimin 8.Sınıf Fen ve Teknoloji Dersindeki Akademik Başarıya ve Öğrencilerin Derse Karşı Tutumlarına Etkisi. Türk Fen Eğitimi Dergisi, 68-79. Hırça, N., Çalık, M., & Seven, S. (2011). 5E Modeline Göre Geliştirilen Materyallerin Öğrencilerin Kavramsal Değişimine ve Fizik Dersine Karşı Tutumlarına Etkisi:İş,Güç,Enerji Ünitesi Örneği. Türk Fen Eğitimi Dergisi, 139-152. Lee, C. K. (2014). A Conceptual Change Model for TEaching Heat Energy,Heat Transfer and Insulation. Science Education International, 414-437. MEB. (2013). İlköğretim Kurumları Fen Bİlimleri Dersi Öğretim Programı. MEB. (2017). Fatih Projesi. http://fatihprojesi.meb.gov.tr/. adresinden alındı Özer, İ. E., Bilici, S. C., & Karahan, E. (2015). Fen Bilimleri Dersinde Algodoo Kullanımına Yönelik Öğrenci Görüşleri. Trakya Üniversitesi Eğitim Fakültesi Dergisi, s. 28-40. R.Soobard, & M.Rannikmae. (2015). Examining Cirriculum Related Progress Using a Context Based Instrument-A Comparison of Estonian Grade 10 and 11 Students. Scienve Education International, 263-283. Rutten, N., Joolingen, W. R., & Veen, J. T. (2012). The Learning Effects of Computer Simulations in Science Education. Computers&Education, 136-153. Sharma, R. M., Sharma, A., & Sharma, A. (2017). Using ICT-based Instructional Technologies to Teach Science :Perspectives from Teachers in Trinidad and Tobago. Australian Journal of Teacher Education, 23-35. Silva, S. L., Silva, R. L., Junior, J. T., Gonçalves, E., Viana, E. R., & B.L.Wyatt, J. (2014). Animation with Algodoo:A simple tool for teaching and learning physic. Exatas Online, s. 28-39. Teke, H., Doğan, B., & Duran, A. (2015). Influencen of the Simulation Method on 7th Grade Students' Achivements in Science and Technology Lessons. International Journal of Research in Education and Science, 111-118. Viennot, L. (n.d). Learnıng And Conceptual Understandıng:Beyond Sımplıstıc Ideas, What Have We Learned? University Denis Didero.