Effects of Simulation Based Cooperative Learning on Physics Achievement, Science Process Skills, Attitudes Towards Physics and Usage of Interactive Whiteboards
Abstract
The aim of this study is to investigate the effects of simulation based cooperative learning on students’ physics achievements, science process skills, attitudes towards physics and interactive whiteboards. In experimental group (n=24), while students taught with Student Teams Achievement Division (STAD) method with the integration of simulations in electricity subject, in control group (n=25), traditional learning supported by simulations. Students’ responses were analyzed by using t-test and content analysis. In the findings of the study high school students in simulation based cooperative learning environments (Cohen’s d=1.86) have higher effect size than in traditional learning environments supported with simulations, between these two methods there were no statistically significant difference on students’ science process skills, attitude towards physics lesson and usage of interactive whiteboards. As a conclusion, simulation based cooperative learning positively affected students’ physics achievements more than traditional learning and both techniques made small differences on students’ science process skills, attitudes towards physics and usage of interactive whiteboards.
Keywords
Simulation Based Learning, Cooperative Learning, Physics Education
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