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Farklı laboratuvar ortamlarının üstün yetenekli öğrencilerin kavramsal bilgilerine ve bilimsel süreç becerilerine etkisinin incelenmesi

Year 2023, Volume: 12 Issue: 2, 94 - 105, 30.04.2023
https://doi.org/10.19128/turje.1252402

Abstract

Teknolojideki gelişmeler etkilerini eğitim alanında da göstermektedir. Bu kapsamda özellikle son yıllarda sanal laboratuvarlar okullarda kullanılmaya başlanmıştır. Bu çalışmada sanal laboratuvar ve fiziksel uygulamalı laboratuvarlarda öğrenim gören üstün yetenekli 6. sınıf ortaokul öğrencilerinin kavramsal bilgilerindeki ve bilimsel süreç becerilerindeki değişimin incelenmesi amaçlanmıştır. Çalışmaya 60 üstün yetenekli altıncı sınıf öğrencisi katılmıştır. Katılımcıların 30’u deney grubunda, diğer 30’u da kontrol grubunda yer almıştır. Çoktan seçmeli kavramsal bilgi testi ve bilimsel süreç beceri testi olmak üzere iki farklı veri toplama aracı kullanılmıştır. Çalışmanın sonuçlarına göre her iki gruptaki öğrenciler de kavramsal bilgilerini ve bilimsel süreç becerilerini anlamlı şekilde arttırmıştır. Bununla birlikte sanal laboratuvarda öğrenim gören üstün yetenekli öğrencilerin fiziksel uygulamalı laboratuvardaki öğrencilere göre daha iyi performans gösterdikleri sonucuna varılmıştır. Bu sonuçla ilgili olası nedenler ve bazı önerilerde bulunulmuştur.

References

  • Achuthan, K., & Murali, S. S. (2015). A comparative study of educational laboratories from cost and learning effectiveness perspective. In R. Silhavy, R. Senkerik, Z. K. Oplatkova, Z. Prokopova, & P. Silhavy (Eds.), Software Engineering in Intelligent Systems: Advances in Intelligent Systems and Computing (pp. 143-153). Springer. https://doi.org/10.1007/978-3-319-18473-9_15
  • Akın Yanmaz, E. (2021). Bağlam temelli öğrenme yaklaşımına göre geliştirilen rehber materyallerin ortaokul 7.sınıf öğrencilerinin kavramsal anlamaları üzerine etkisi: “Aynalar ve ışığın soğurulması” etkinliği [The effect of guide materials developed according to context-based learning approach on the conceptual understanding of 7th grade student: “Mirrors and absorption of light”] [Unpublished master thesis]. Giresun University.
  • Aktamış, H., & Ergin, Ö. (2007). Bilimsel süreç becerileri ile bilimsel yaratıcılık arasındaki ilişkinin belirlenmesi [Investigating the relationship between science process skills and scientific creativity]. Hacettepe University Journal of Education, 33, 11-23.
  • Benli, E., Kayabaşı, Y., & Sarıkaya, M. (2012). İlköğretim 7.sınıf öğrencilerinin fen ve teknoloji dersi “ışık” ünitesinde teknoloji destekli öğretimin öğrencilerin fen başarısına, kalıcılığa ve fene karşı tutumlarına etkisi [The effect of supported science education to the science achievement, the permanence of knowledge and the attitudes toward science of 7th grade students]. Gazi University Journal of Gazi Education Faculty, 32(3), 733-760.
  • Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218-237. https://doi.org/10.1016/j.compedu.2015.07.003
  • Burkett, V. C. & Smith, C. (2016). Simulated vs. hands-on laboratory position paper. Electronic Journal of Science Education, 20(9), 8-24.
  • Çil, E., & Çepni, S. (2012). The effectiveness of the conceptual change approach, explicit reflective approach, and course book by the ministry of education on the views of the nature of science and conceptual change in light unit. Educational Sciences: Theory & Practice, 12(2), 1107-1113.
  • Dai, D. Y., & Chen, F. (2013). Three paradigms of gifted education: In search of conceptual clarity in research and practice. Gifted Child Quarterly, 57(3), 151-168. https://doi.org/10.1177/0016986213490020
  • 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. https://doi.org/10.1007/s10956-014-9513-9
  • de Jong, T., & Lazonder, A. (2014). The guided discovery principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 371-390). Cambridge University Press. https://doi.org/10.1017/cbo9781139547369.019
  • de Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201. https://doi.org/10.3102/00346543068002179
  • Demirer, G. M. (2015). Kavram yanılgılarının giderilmesinde simülasyonların etkisinin incelenmesi: ışık ve ses ünitesi örneği [The effect of simulations on the elimination of misconceptions: Light and sound unit sample] [Unpublished master thesis]. Kırıkkale University.
  • Eysink, T. H. S., Gersen, L., & Gijlers, H. (2015). Inquiry learning for gifted students. High Ability Studies, 26(1), 63-74. https://doi.org/10.1080/13598139.2015.1038379
  • Geban, Ö., Askar, P., & Özkan, Ï. (1992). Effects of computer simulations and problem-solving approaches on high school students. The Journal of Educational Research, 86(1), 5-10. https://doi.org/10.1080/00220671.1992.9941821
  • Gire, E., Carmichael, A., Chini, J. J., Rouinfar, A., Rebello, S., Smith, G., & Puntambekar, S. (2010, June). The effects of physical and virtual manipulatives on students' conceptual learning about pulleys. Paper presented at the International Conference of the Learning Sciences, Chicago, IL. https://doi.org/10.1063/1.3680062
  • Hensen, C., & Barbera, J. (2019). Assessing affective differences between a virtual general chemistry experiment and a similar hands-on experiment. Journal of Chemical Education, 96(10), 2097-2108. https://doi.org/10.1021/acs.jchemed.9b00561
  • Hensen, C., Glinowiecka-Cox, G., & Barbera, J. (2020). Assessing differences between three virtual general chemistry experiments and similar hands-on experiments. Journal of Chemical Education, 97(3), 616-625. https://doi.org/10.1021/acs.jchemed.9b00748
  • Kapici, H. O., Akcay, H., & de Jong, T. (2019). Using hands-on and virtual laboratories alone or together – which works better for acquiring knowledge and skills? Journal of Science Education and Technology, 28(3), 231-250.
  • Kapici, H. O., Akcay, H., & de Jong, T. (2020). How different laboratory environments influence students’ attitudes toward science courses and laboratories. Journal of Research on Technology in Education, 52(4), 534-549.
  • Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55, 279-299. https://doi.org/10.1177/0016986211422098
  • Kocakülah, A. (2006). Geleneksel öğretimin ilk, orta ve yükseköğretim öğrencilerinin görüntü oluşumu ve renklere ilişkin kavramsal anlamalarına etkisi [The effect of traditional teaching on primary, secondary and university students’ conceptual understanding of image formation and colors] [Unpublished doctoral dissertation]. Balıkesir University.
  • Kollöffel, B., & de Jong, T. (2013). Conceptual understanding of electrical circuits in secondary vocational engineering education: Combining traditional instruction with inquiry learning in a virtual lab. Journal of Engineering Education, 102(3), 375-393. https://doi.org/10.1002/jee.20022
  • Kontra, C., Lyons, D. J., Fischer, S. M., & Beilock, S. L. (2015). Physical experience enhances science learning. Psychological Science, 26(6), 737-749. https://doi.org/10.1177/0956797615569355
  • Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681-718. https://doi.org/10.3102/0034654315627366
  • Lee, A. T., Hairston, R. V., Thames, R., Lawrence, T., & Herron, S. S. (2002). Using a computer simulation to teach science process skills to college biology and elementary majors. Bioscene, 28(4), 35-42.
  • Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 393-441). Routledge.
  • Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496. https://doi.org/10.1002/tea.20347
  • Mustafa, M. I., & Trudel, L. (2013). The impact of cognitive tools on the development of the inquiry skills of high school students in physics. International Journal of Advanced Computer Science and Applications, 4(9), 124-129. https://doi.org/10.14569/ijacsa.2013.040920
  • Mutlu, A., & Acar-Şeşen, B. (2016, June). Impact of virtual chemistry laboratory instruction on pre-service science teachers' scientific process skills. Paper presented at the ERPA International Congress on Education, Athens, Greece.
  • Nivalainen, V., Asikainen, M. A., Sormunen, K., & Hirvonen, P. E. (2010). Preservice and inservice teachers’ challenges in the planning of the practical work. Journal of Science Teacher Education, 21, 393-409. https://doi.org/10.1007/s10972-010-9186-z
  • NRC (National Research Council). (2012). A framework K-12 science education: Practices, crosscutting concepts, and core ideas. National Academy Press.
  • Okey, J. R., Wise, K. C., & Burns, J. C. (1982). Test of Integrated Process Skills (TIPS II). The University of Georgia, Department of Science Education.
  • Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17, 57-73. https://doi.org/10.1080/13598130600947119
  • Puntambekar, S., Gnesdilow, D., Tissenbaum, C. D., Narayanan, N. H., Rebello, N. S. (2021). Supporting middle school students’ science talk: A comparison of physical and virtual labs. Journal of Research in Science Teaching, 58(3), 392-419. https://doi.org/10.1002/tea.21664
  • Saylan Kırmızıgül, A. (2019). Fen eğitiminde bilgisayar destekli, etkinlik temelli ve sorgulamaya dayalı öğretim yaklaşımlarının karşılaştırılması [The comparison of computer-aided, activity-based and inquiry-based teaching approaches in science education] [Unpublished doctoral dissertation]. Erciyes University.
  • Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2013). How to persuade honors students to go to the extra mile: Creating a challenge learning environment. High Ability Studies, 24, 115-134. https://doi.org/10.1080/13598139.2013.841092
  • Scalise, K., Timms, M., Moorjani, A., Clark, L., Holtermann, K., & Irvin, P. S. (2011). Student learning in science simulations: Design features that promote learning gains. Journal of Research in Science Teaching, 48, 1050-1078. https://doi.org/10.1002/tea.20437
  • Steiner, H. H., & Carr, M. (2003). Cognitive development in gifted children: Toward a more precise understanding of emerging differences in intelligence. Educational Psychology Review, 15, 215-246.
  • Tatli, Z., & Ayas, A. (2013). Effect of a virtual chemistry laboratory on students' achievement. Journal of Educational Technology & Society, 16(1), 159-170.
  • Tüysüz, C. (2010). The effect of the virtual laboratory on students' achievement and attitude in chemistry. International Online Journal of Educational Sciences, 2(1), 37-53.
  • Ünal Çoban, G. (2009). Modellemeye dayalı fen öğretiminin öğrencilerin kavramsal anlama düzeylerine, bilimsel süreç becerilerine, bilimsel bilgi ve varlık anlayışlarına etkisi: 7.sınıf ışık ünitesi örneği [The effects of model based science education on students’ conceptual understanding, science process skills, understanding of scientific knowledge and its domain of existence: The sample of 7th grade unit of light]. [Unpublished doctoral dissertation]. Dokuz Eylul University. https://doi.org/10.53444/deubefd.550710
  • van Joolingen, W. R., & Zacharia, Z. C. (2009). Developments in inquiry learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 21-37). Springer. https://doi.org/10.1007/978-1-4020-9827-7
  • Yang, K.-Y., & Heh, J.-S. (2007). The impact of internet virtual physics laboratory instruction on the achievement in physics, science process skills and computer attitudes of 10th-grade students. Journal of Science Education and Technology, 16(5), 451-461. https://doi.org/10.1007/s10956-007-9062-6
  • Zacharia, Z. C. (2015). Examining whether touch sensory feedback is necessary for science learning through experimentation: A literature review of two different lines of research across K-16. Educational Research Review, 16, 116-137. https://doi.org/10.1016/j.edurev.2015.10.001
  • Zacharia, Z. C., & Constantinou, C. P. (2008). Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students’ conceptual understanding of heat and temperature. American Journal of Physics, 76(4), 425-430. https://doi.org/10.1119/1.2885059
  • Zacharia, Z. C., & de Jong, T. (2014). The effects on students’ conceptual understanding of electric circuits of introducing virtual manipulatives within a physical manipulatives-oriented curriculum. Cognition and Instruction, 32(2), 101-158. https://doi.org/10.1080/07370008.2014.887083

Investigating the effects of different laboratory environments on gifted students’ conceptual knowledge and science process skills

Year 2023, Volume: 12 Issue: 2, 94 - 105, 30.04.2023
https://doi.org/10.19128/turje.1252402

Abstract

Instructional technology has been developing rapidly and its impacts can be observed in learning environments. One of the recent technological tools used in science classes is virtual laboratories. This study aims to investigate the effects of virtual laboratories on developing gifted students’ conceptual knowledge and improving science process skills. A total of 60 sixth-grade gifted students were the participants. Half of the students were in the control group, in which hands-on experimentation was followed, and the other 30 sixth-grade students were involved in the experimental group, in which virtual laboratory environments were used. Two different instruments, a multiple-choice conceptual knowledge test, and a science process skills test, were used in this study. The findings indicated that each condition increased their content knowledge and enhanced their science process skills in the study. However, the gifted learners in the virtual laboratory environment performed better than those in the hands-on laboratory environment for both tests. Possible reasons for the findings and some suggestions were also shared in the discussion.

References

  • Achuthan, K., & Murali, S. S. (2015). A comparative study of educational laboratories from cost and learning effectiveness perspective. In R. Silhavy, R. Senkerik, Z. K. Oplatkova, Z. Prokopova, & P. Silhavy (Eds.), Software Engineering in Intelligent Systems: Advances in Intelligent Systems and Computing (pp. 143-153). Springer. https://doi.org/10.1007/978-3-319-18473-9_15
  • Akın Yanmaz, E. (2021). Bağlam temelli öğrenme yaklaşımına göre geliştirilen rehber materyallerin ortaokul 7.sınıf öğrencilerinin kavramsal anlamaları üzerine etkisi: “Aynalar ve ışığın soğurulması” etkinliği [The effect of guide materials developed according to context-based learning approach on the conceptual understanding of 7th grade student: “Mirrors and absorption of light”] [Unpublished master thesis]. Giresun University.
  • Aktamış, H., & Ergin, Ö. (2007). Bilimsel süreç becerileri ile bilimsel yaratıcılık arasındaki ilişkinin belirlenmesi [Investigating the relationship between science process skills and scientific creativity]. Hacettepe University Journal of Education, 33, 11-23.
  • Benli, E., Kayabaşı, Y., & Sarıkaya, M. (2012). İlköğretim 7.sınıf öğrencilerinin fen ve teknoloji dersi “ışık” ünitesinde teknoloji destekli öğretimin öğrencilerin fen başarısına, kalıcılığa ve fene karşı tutumlarına etkisi [The effect of supported science education to the science achievement, the permanence of knowledge and the attitudes toward science of 7th grade students]. Gazi University Journal of Gazi Education Faculty, 32(3), 733-760.
  • Brinson, J. R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education, 87, 218-237. https://doi.org/10.1016/j.compedu.2015.07.003
  • Burkett, V. C. & Smith, C. (2016). Simulated vs. hands-on laboratory position paper. Electronic Journal of Science Education, 20(9), 8-24.
  • Çil, E., & Çepni, S. (2012). The effectiveness of the conceptual change approach, explicit reflective approach, and course book by the ministry of education on the views of the nature of science and conceptual change in light unit. Educational Sciences: Theory & Practice, 12(2), 1107-1113.
  • Dai, D. Y., & Chen, F. (2013). Three paradigms of gifted education: In search of conceptual clarity in research and practice. Gifted Child Quarterly, 57(3), 151-168. https://doi.org/10.1177/0016986213490020
  • 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. https://doi.org/10.1007/s10956-014-9513-9
  • de Jong, T., & Lazonder, A. (2014). The guided discovery principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 371-390). Cambridge University Press. https://doi.org/10.1017/cbo9781139547369.019
  • de Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201. https://doi.org/10.3102/00346543068002179
  • Demirer, G. M. (2015). Kavram yanılgılarının giderilmesinde simülasyonların etkisinin incelenmesi: ışık ve ses ünitesi örneği [The effect of simulations on the elimination of misconceptions: Light and sound unit sample] [Unpublished master thesis]. Kırıkkale University.
  • Eysink, T. H. S., Gersen, L., & Gijlers, H. (2015). Inquiry learning for gifted students. High Ability Studies, 26(1), 63-74. https://doi.org/10.1080/13598139.2015.1038379
  • Geban, Ö., Askar, P., & Özkan, Ï. (1992). Effects of computer simulations and problem-solving approaches on high school students. The Journal of Educational Research, 86(1), 5-10. https://doi.org/10.1080/00220671.1992.9941821
  • Gire, E., Carmichael, A., Chini, J. J., Rouinfar, A., Rebello, S., Smith, G., & Puntambekar, S. (2010, June). The effects of physical and virtual manipulatives on students' conceptual learning about pulleys. Paper presented at the International Conference of the Learning Sciences, Chicago, IL. https://doi.org/10.1063/1.3680062
  • Hensen, C., & Barbera, J. (2019). Assessing affective differences between a virtual general chemistry experiment and a similar hands-on experiment. Journal of Chemical Education, 96(10), 2097-2108. https://doi.org/10.1021/acs.jchemed.9b00561
  • Hensen, C., Glinowiecka-Cox, G., & Barbera, J. (2020). Assessing differences between three virtual general chemistry experiments and similar hands-on experiments. Journal of Chemical Education, 97(3), 616-625. https://doi.org/10.1021/acs.jchemed.9b00748
  • Kapici, H. O., Akcay, H., & de Jong, T. (2019). Using hands-on and virtual laboratories alone or together – which works better for acquiring knowledge and skills? Journal of Science Education and Technology, 28(3), 231-250.
  • Kapici, H. O., Akcay, H., & de Jong, T. (2020). How different laboratory environments influence students’ attitudes toward science courses and laboratories. Journal of Research on Technology in Education, 52(4), 534-549.
  • Kanevsky, L. (2011). Deferential differentiation: What types of differentiation do students want? Gifted Child Quarterly, 55, 279-299. https://doi.org/10.1177/0016986211422098
  • Kocakülah, A. (2006). Geleneksel öğretimin ilk, orta ve yükseköğretim öğrencilerinin görüntü oluşumu ve renklere ilişkin kavramsal anlamalarına etkisi [The effect of traditional teaching on primary, secondary and university students’ conceptual understanding of image formation and colors] [Unpublished doctoral dissertation]. Balıkesir University.
  • Kollöffel, B., & de Jong, T. (2013). Conceptual understanding of electrical circuits in secondary vocational engineering education: Combining traditional instruction with inquiry learning in a virtual lab. Journal of Engineering Education, 102(3), 375-393. https://doi.org/10.1002/jee.20022
  • Kontra, C., Lyons, D. J., Fischer, S. M., & Beilock, S. L. (2015). Physical experience enhances science learning. Psychological Science, 26(6), 737-749. https://doi.org/10.1177/0956797615569355
  • Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681-718. https://doi.org/10.3102/0034654315627366
  • Lee, A. T., Hairston, R. V., Thames, R., Lawrence, T., & Herron, S. S. (2002). Using a computer simulation to teach science process skills to college biology and elementary majors. Bioscene, 28(4), 35-42.
  • Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 393-441). Routledge.
  • Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496. https://doi.org/10.1002/tea.20347
  • Mustafa, M. I., & Trudel, L. (2013). The impact of cognitive tools on the development of the inquiry skills of high school students in physics. International Journal of Advanced Computer Science and Applications, 4(9), 124-129. https://doi.org/10.14569/ijacsa.2013.040920
  • Mutlu, A., & Acar-Şeşen, B. (2016, June). Impact of virtual chemistry laboratory instruction on pre-service science teachers' scientific process skills. Paper presented at the ERPA International Congress on Education, Athens, Greece.
  • Nivalainen, V., Asikainen, M. A., Sormunen, K., & Hirvonen, P. E. (2010). Preservice and inservice teachers’ challenges in the planning of the practical work. Journal of Science Teacher Education, 21, 393-409. https://doi.org/10.1007/s10972-010-9186-z
  • NRC (National Research Council). (2012). A framework K-12 science education: Practices, crosscutting concepts, and core ideas. National Academy Press.
  • Okey, J. R., Wise, K. C., & Burns, J. C. (1982). Test of Integrated Process Skills (TIPS II). The University of Georgia, Department of Science Education.
  • Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17, 57-73. https://doi.org/10.1080/13598130600947119
  • Puntambekar, S., Gnesdilow, D., Tissenbaum, C. D., Narayanan, N. H., Rebello, N. S. (2021). Supporting middle school students’ science talk: A comparison of physical and virtual labs. Journal of Research in Science Teaching, 58(3), 392-419. https://doi.org/10.1002/tea.21664
  • Saylan Kırmızıgül, A. (2019). Fen eğitiminde bilgisayar destekli, etkinlik temelli ve sorgulamaya dayalı öğretim yaklaşımlarının karşılaştırılması [The comparison of computer-aided, activity-based and inquiry-based teaching approaches in science education] [Unpublished doctoral dissertation]. Erciyes University.
  • Scager, K., Akkerman, S. F., Pilot, A., & Wubbels, T. (2013). How to persuade honors students to go to the extra mile: Creating a challenge learning environment. High Ability Studies, 24, 115-134. https://doi.org/10.1080/13598139.2013.841092
  • Scalise, K., Timms, M., Moorjani, A., Clark, L., Holtermann, K., & Irvin, P. S. (2011). Student learning in science simulations: Design features that promote learning gains. Journal of Research in Science Teaching, 48, 1050-1078. https://doi.org/10.1002/tea.20437
  • Steiner, H. H., & Carr, M. (2003). Cognitive development in gifted children: Toward a more precise understanding of emerging differences in intelligence. Educational Psychology Review, 15, 215-246.
  • Tatli, Z., & Ayas, A. (2013). Effect of a virtual chemistry laboratory on students' achievement. Journal of Educational Technology & Society, 16(1), 159-170.
  • Tüysüz, C. (2010). The effect of the virtual laboratory on students' achievement and attitude in chemistry. International Online Journal of Educational Sciences, 2(1), 37-53.
  • Ünal Çoban, G. (2009). Modellemeye dayalı fen öğretiminin öğrencilerin kavramsal anlama düzeylerine, bilimsel süreç becerilerine, bilimsel bilgi ve varlık anlayışlarına etkisi: 7.sınıf ışık ünitesi örneği [The effects of model based science education on students’ conceptual understanding, science process skills, understanding of scientific knowledge and its domain of existence: The sample of 7th grade unit of light]. [Unpublished doctoral dissertation]. Dokuz Eylul University. https://doi.org/10.53444/deubefd.550710
  • van Joolingen, W. R., & Zacharia, Z. C. (2009). Developments in inquiry learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: Principles and products (pp. 21-37). Springer. https://doi.org/10.1007/978-1-4020-9827-7
  • Yang, K.-Y., & Heh, J.-S. (2007). The impact of internet virtual physics laboratory instruction on the achievement in physics, science process skills and computer attitudes of 10th-grade students. Journal of Science Education and Technology, 16(5), 451-461. https://doi.org/10.1007/s10956-007-9062-6
  • Zacharia, Z. C. (2015). Examining whether touch sensory feedback is necessary for science learning through experimentation: A literature review of two different lines of research across K-16. Educational Research Review, 16, 116-137. https://doi.org/10.1016/j.edurev.2015.10.001
  • Zacharia, Z. C., & Constantinou, C. P. (2008). Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students’ conceptual understanding of heat and temperature. American Journal of Physics, 76(4), 425-430. https://doi.org/10.1119/1.2885059
  • Zacharia, Z. C., & de Jong, T. (2014). The effects on students’ conceptual understanding of electric circuits of introducing virtual manipulatives within a physical manipulatives-oriented curriculum. Cognition and Instruction, 32(2), 101-158. https://doi.org/10.1080/07370008.2014.887083
There are 46 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Hasan Ozgur Kapıcı 0000-0001-7473-1584

Fatma Coştu 0000-0002-7101-6267

Publication Date April 30, 2023
Acceptance Date March 18, 2023
Published in Issue Year 2023 Volume: 12 Issue: 2

Cite

APA Kapıcı, H. O., & Coştu, F. (2023). Investigating the effects of different laboratory environments on gifted students’ conceptual knowledge and science process skills. Turkish Journal of Education, 12(2), 94-105. https://doi.org/10.19128/turje.1252402

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