Effect of Algodoo Supported Periodic Table Instruction on Students’ Achievements and Perceptions

Yıl 2024, Cilt: 18 Sayı: 1, 31 - 58, 29.06.2024

Hasan Özcan , Esra Koca , Davut Sarıtaş , Hakkı İlker Koştur

https://doi.org/10.17522/balikesirnef.1406845

Öz

In parallel with the development of software technologies, there has been a growing use of useful and accessible simulation tools in education, enhancing the quality of simulations. This study investigates the effect of an activity designed to teach the periodic table on students’ academic achievement and explore students’ perceptions of the activity. The activity was based on the Algodoo tool, which is primarily used in teaching physics courses. This study employed a convergent parallel design as a mixed-methods research approach. The sample consisted of 31 students (16 males, 15 females) in grade 8, attending a central lower secondary school in a city in the Central Anatolia region of Türkiye. Both quantitative and qualitative data were collected and analyzed. The findings demonstrated that the activity supported by the Algodoo simulation software positively impacted students’ academic achievement in learning the periodic table. Furthermore, qualitative data revealed that students had a positive perception of the software in terms of both educational utility and usability. Additionally, students’ scientific skills were developed in the designed instructional environment. According to the findings, the Algodoo software could be incorporated into teaching not only macro-level physics but also chemistry courses.

Anahtar Kelimeler

Science Education, Periodic Table, Algodoo, Simulation

Algodoo Destekli Periyodik Tablo Öğretiminin Öğrencilerin Başarılarına ve Algılarına Etkisi

Öz

Yazılım teknolojilerinin gelişimine paralel olarak eğitimde kullanışlı ve erişilebilir simülasyon araçlarının kullanımı daartmıştır. Bu çalışma, periyodik tabloyu öğretmeye yönelik tasarlanmış bir etkinliğin öğrencilerin başarılarına etkisini araştırmayı ve etkinliklerine dair algılarını keşfetmeyi amaçlamaktadır. Çalışmada kullanılan etkinlik, genellikle fizik konularının öğretiminde kullanılan Algodoo'ya dayanmaktadır. Çalışma, bir karma yöntem araştırma yaklaşımı olarak yakınsak paralel deseni kullanmaktadır. Türkiye'nin İç Anadolu bölgesinde bir şehirde bulunan merkezi bir ortaokuldaki 8. sınıf öğrencilerinden oluşan örneklem, 31 öğrenciyi (16 erkek, 15 kız) içermektedir. Bu çalışmanın desenine uygun olarak hem nicel hem de nitel veriler eş zamanlı toplanıp analiz edilmektedir. Bulgular, Algodoo simülasyon yazılımı tarafından desteklenen etkinliğin periyodik tabloyu öğrenmede öğrencilerin akademik başarısını olumlu yönde etkilediğini göstermektedir. Nitel veri bulguları da, öğrencilerin yazılımı eğitimsel fayda ve kullanılabilirlik açısından olumlu bir şekilde algıladıklarını ortaya koymaktadır. Ayrıca tasarlanan öğretim ortamında öğrencilerin bir takım bilimsel becerilerinin de geliştiği gözlemlenmiştir. Bulgular, Algodoo yazılımının sadece makro düzeyde fizik konuları için değil, aynı zamanda kimya konuları için de öğretimde kullanılabileceğini önermektedir.

Anahtar Kelimeler

Fen eğitimi, Periyodik Tablo, Algodoo, Simülasyon

Kaynakça

• Akdağ, F. T., & Güneş, T. (2018). Using Algodoo in computer assisted teaching of force and movement unit. International Journal of Social Sciences and Education Research, 4(1), 138-149. https://doi.org/10.24289/ijsser.337236
• Alexander, S. V., Sevcik, R. S., McGinty, R. L., & Schultz, L. D. (2008). Periodic table target: a game that introduces the biological significance of chemical element periodicity. Journal of Chemical Education, 85(4), 516-517. https://doi.org/10.1021/ed085p516
• Bayır, E. (2014). Developing and playing chemistry games to learn about elements, compounds, and the periodic table: Elemental periodica, compoundica, and groupica. Journal of Chemical Education, 91(4), 531-535. https://doi.org/10.1021/ed4002249
• Belford, R., & Moore, E. B. (2016). ConfChem conference on interactive visualizations for chemistry teaching and learning: an introduction. Journal of Chemical Education, 93(6), 1140-1141. https://doi.org/10.1021/acs.jchemed.5b00795
• Bernardo, J. M., & González, A. F. (2021). Chemical battleship: discovering and learning the periodic table playing a didactic and strategic board game. Journal of Chemical Education, 98(3), 907-914. https://doi.org/10.1021/acs.jchemed.0c00553
• Bozkurt, E., & Sarıkoç, A. (2008). Can the virtual laboratory replace the traditional laboratory in physics education? Selçuk University Journal of Ahmet Kelesoglu Education Faculty, 25, 89-100. https://www.researchgate.net/publication/242686458_Can_the_virtual_laboratory_replace_the_traditional_laboratory_in_physics_education#fullTextFileContent
• Cai, S., Wang, X., & Chiang, F. (2014). A case study of Augmented Reality simulation system application in a chemistry course, Computers in Human Behavior, 37, 31–40. https://doi.org/10.1016/j.chb.2014.04.018
• Cayvaz, A., & Akçay, H. (2018). The effects of using Algodoo in science teaching at middle school. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 9, 151-156. https://dergipark.org.tr/en/download/article-file/531768
• Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods Research. Sage.
• Çokluk, Ö., Yılmaz, K., & Oğuz, E. (2011). A Qualitative Interview Method: Focus Group Interview. Journal of Theoretical Educational Science, 4(1), 95-107. https://dergipark.org.tr/en/download/article-file/304155
• da Silva, S. L., da Silva, R. L., Junior, J. T. G., Gonçalves, E., Viana, E. R., & Wyatt, J. B. (2014). Animation with Algodoo: a simple tool for teaching and learning physics, arXiv:1409.1621, (5), 28–39. https://arxiv.org/abs/1409.1621
• 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
• Demircioğlu, H. & Geban, Ö. (1996). Comparison of computer assisted instruction and traditional problem solving activities in science teaching in terms of achievement. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12(12), 183-185. http://www.efdergi.hacettepe.edu.tr/shw_artcl-1288.html
• Dodgson, J. E. (2023). Phenomenology: Researching the Lived Experience. Journal of Human Lactation, 39(3), 385-396. https://doi.org/10.1177/08903344231176453
• Euler, E., Prytz, C., & Gregorcic, B. (2020). Never far from shore: productive patterns in physics students’ use of the digital learning environment Algodoo. Physics Education, 55(4), 045015. https://dx.doi.org/10.1088/1361-6552/ab83e7
• Erdoğan, M. N. (2018). Using 5E strategies in the jigsaw classroom environment to teach periodic system of elements. Mediterranean Journal of Educational Research, 12(24), 98-119. https://doi.org/10.29329/mjer.2018.147.6
• Franco, A. G., & Taber, K. S. (2009). Secondary students’ thinking about familiar phenomena: Learners’ explanations from a curriculum context where ‘particles’ is a key idea for organizing teaching and learning. International Journal of Science Education, 31(14), 1917-1952. https://doi.org/10.1080/09500690802307730
• Gilbert, J. K., & Treagust, D. F. (2009). Introduction: Macro, submicro and symbolic representations and the relationship between them: Key models in chemical education. In Gilbert, J.K., & Treagust, D.F (Eds.), Multiple representations in chemical education, models and modeling in science education (pp.1-8). Springer.
• Gill, S. L. (2020). Qualitative sampling methods. Journal of Human Lactation, 36 (4), 579-581. https://doi.org/10.1177/0890334420949218
• Greca, I. M., Seoane, E., & Arriassecq, I. (2014). Epistemological issues concerning computer simulations in science and their implications for science education, Science & Education, 23(4),897-921. https://www.learntechlib.org/p/154364/
• Gregorcic, B., & Bodin, M. (2017). Algodoo: A tool for encouraging creativity in physics teaching and learning. The Physics Teacher, 55(1), 25-28. http://doi.org/10.1119/1.4972493
• Gül, Z. O. (2019). The effect of 5e educational model supported by algodoo software in the “light” unit of 7th grade science lesson on academic achievement and motivation of students (Publication No.616976) [Master's thesis, Kocaeli University]. Council of Higher Education Thesis Center.
• Hakerem, G., Dobrynina, G., & Shore, L. (1993). The effect of interactive, three dimensional, high speed simulations on high school science students' conceptions of the molecular structure of water [Conference presentation]. National Association for Research in Science Teaching, Atlanta, GA.
• Hırça, N., & Bayrak, N. (2013). Gifted education with virtual physics laboratory: the topic of buoyancy. Journal for the Education of Gifted Young Scientists, 1(1), 16-20. https://www.academia.edu/6259655/Education_of_Gifted_Students_with_Virtual_Physics_Laboratory_Buoyancy_Force_Topic
• Hodgkin, R. A. (1990). Techne, technology and inventiveness. Oxford Review of Education, 16(2), 207-217. https://www.jstor.org/stable/1050403
• Jaakkola, T., & Nurmi, S. (2008). Fostering elementary school students’ understanding of simple electricity by combining simulation and laboratory activities. Journal of Computer Assisted Learning, 24(4), 271-283. https://doi.org/10.1111/j.1365-2729.2007.00259.x
• Jaakkola, T., Nurmi, S., & Veermans, K. (2011). A comparison of students’ conceptual understanding of electric circuits in simulation only and simulation-laboratory contexts. Journal of Research in Science Teaching, 48(1), 71-93. https://doi.org/10.1002/tea.20386
• Jaber, L. Z., & Boujaoude, S. (2012). A macro–micro–symbolic teaching to promote relational understanding of chemical reactions. International Journal of Science Education, 34(7), 973-998. https://doi.org/10.1080/09500693.2011.569959
• Joaquín, A., Jose’ Maria, O. M., & Almoraima, M.L. (2015). Students' perceptions about the use of educational games as a tool for teaching the periodic table of elements at the high school level. Journal of Chemical Education 92(2), 278-285. https://doi.org/10.1021/ed4003578
• Jonassen, D. H. & Reeves, T. C. (1996). Learning with technology: using computers as cognitive tools. In DH Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 693-719). Macmillan.
• Karamustafaoğlu O., Aydın M. & Özmen H. (2005). The effect of computer-aided physics activities on student achievements: The example of simple harmonic motion. The Turkish Online Journal of Educational Technology, 4(4), 67-81. http://www.tojet.net/articles/v4i4/4410.pdf
• Kavak, N. (2012). ChemPoker. Journal of Chemical Education, 89(4), 522-523. https://doi.org/10.1021/ed1007876
• Krüger, J. T., Höffler, T. N., Wahl, M., Knickmeier, K., & Parchmann, I. (2022). Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education. Instructional Science, 50(2), 169-197. https://doi.org/10.1007/s11251-021-09566-1
• Li, W., Ouyang, Y., & Xu, J. (2022). Applied in organic chemistry: pre-service teachers training through situational simulation teaching method. International Journal of Higher Education, 11(5), 189-198. https://files.eric.ed.gov/fulltext/EJ1357304.pdf
• Ministry of National Education [MoNE] (2018). Middle school science curriculum: Grades 3-8. Ankara: Directorate of State Books. https://mufredat.meb.gov.tr/Dosyalar/201812312311937-FEN%20B%C4%B0L%C4%B0MLER%C4%B0%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI2018.pdf
• Organisation for Economic Co-operationand Development [OECD] (2020). A framework to guide an education response to the COVID-19 Pandemic of 2020. https://oecdedutoday.com/coronavirus-education-digital-tools-for-learning/
• Özcan, H., Çetin, G., & Koştur, H. İ. (2020). The effect of PhET simulation-based instruction on 6th grade students’ achievement regarding the concept of greenhouse gas. Science Education International, 31(4), 348-355. https://www.icaseonline.net/journal/index.php/sei/article/view/230
• Özcan, H., & Yılmaz, Ş. (2019). Investigation of Preservice Science Teachers’ Views about Science and Technology. The Journal of Turkish Social Research, 23(1), 253-270. https://dergipark.org.tr/tr/download/article-file/695602.
• Özer, İ. E. (2019). Evaluation of the impact of engineering design-based activities through Algodoo performed in 6th-grade force and motion unit on design skills and academi̇c achievement of the students (Publication No. 538594) [Master’s thesis, Aksaray University]. Council of Higher Education Thesis Center.
• Reynolds, A., & Anderson, R. H. (1991) Selecting and developing media for instruction, Van Nostrand Reinhold, New York.
• Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136-153. https://doi.org/10.1016/j.compedu.2011.07.017
• Şahin, E. (2018). Determination of opinions in gifted and talented students about STEM Practices and Algodoo, a STEM material. Mediterranean Journal of Educational Research, 12(26), 259-280. https://doi.org/10.29329/mjer.2018.172.14
• Sarıtaş, D., & Tufan, Y. (2019). How to establish periodic law and periodic system relation? Inferences in the history and philosophy of science for chemistry teaching. Hacettepe University Journal of Education, 34(1), 27-53. https://doi.org/10.16986/HUJE.2018043649
• Siregar, E., Rajagukguk, J., & Sinulingga, K. (2019). Improvement of science process skills using scientific inquiry models with Algodoo media and quotient adversity in high school students. Journal of Transformative Education and Educational Leadership, 1(2), 53-65.
• Taber, K. S. & Coll, R. (2002). Chemical Bondin. In Gilbert, J. K. et al., (Eds.) Chemical education: Research-based practice (pp.213-234). Kluwer Academic Publishers BV.
• Talanquer, V. (2011) Macro, submicro, and symbolic: The many faces of the chemistry “triplet”. International Journal of Science Education, 33(2), 179-195, https://doi.org/10.1080/09500690903386435
• Tanel, Z., & Önder, F. (2010). Effect of computer simulations on students’ achievement at electronics laboratory: example of diode experiments. Dokuz Eylül University Buca Faculty of Education Journal, 27, 101-110. https://dergipark.org.tr/tr/pub/deubefd/issue/25435/268378
• Tarkın Çelikkıran, A., & Gökçe, C. (2019). Determination of preservice chemistry teachers’ understanding of solubility concept at submicroscopic level by drawings. Pamukkale University Journal of Education, 46, 57-87. https://doi.org/10.9779/pauefd.457845
• United Nations Educational, Scientific and Cultural Organization [UNESCO] (2020). UNESCO’s support: Educational response to COVID-19, https://en.unesco.org/covid19/educationresponse/consequences
• Wang, S. G., & Schwarz, W. E. (2009). Icon of chemistry: the periodic system of chemical elements in the new century. Angewandte Chemie International Edition, 48(19), 3404-3415. https://doi.org/10.1002/anie.200800827
• Wiediger, S. D. (2009). Implementing a computer program that captures students' work on customizable, periodic system data assignments. Journal of Chemical Education, 86(10),1212-1215. https://doi.org/10.1021/ed086p1212
• Woelk, K. (2009). Matching element symbols with state abbreviations: a fun activity for browsing the periodic table of chemical elements. Journal of Chemical Education, 86(10),1205-1207. https://doi.org/10.1021/ed086p1205
• World Bank (2020). The COVID-19 Pandemic: shocks to education and policy responses, https://www.worldbank.org/en/topic/education/publication/the-covid19-pandemic-shocksto-education-and-policy-responses
• Yıldırım, A., & Şimşek, H. (2013). Qualitative research methods in social sciences. Seçkin.
• Yılmaz, A., & Sarıtaş, D. (2020). Didaktische und epistemologische untersuchung eines augmenten reality-materials für den chemieunterricht. Digitalisierung im Chemistry Education (DiCE 20), FGCU, GDCH, Eine Online Konferenz zum digitalen Lehren und Lernen an Hochschule und Schule im Fach Chemie. (28.10.2020-28.10.2020) https://www.gdch.de/netzwerk-strukturen/fachstrukturen/chemieunterricht/ag-digitalisierung-im-chemieunterricht.html
• Young, D. S., & Casey, E. A. (2018). An examination of the sufficiency of small qualitative samples. Social Work Research. https://doi.org/10.1093/SWR/SVY026