Araştırma Makalesi
Öz
Kaynakça
- Ainsworth, S., & Van Labeke, N. (2002, July). Using a multi-representational design framework to develop and evaluate a dynamic simulation environment. In international workshop on dynamic visualizations and learning, Tubingen, Germany. Akkağıt, Ş. F. & Tekin, A. (2012). Simülasyon Tabanlı Öğrenmenin Ortaöğretim Öğrencilerinin Temel Elektronik Ve Ölçme Dersindeki Başarılarına Etkisi. Ege Eğitim Dergisi, 13(2). Aycan, Ş., Arı, E., Türkoğuz, S., Sezer, H.& Kaynar, Ü. (2002). Fen ve fizik öğretiminde bilgisayar destekli simülasyon tekniğinin öğrenci başarısına etkisi: yeryüzünde hareket örneği. Blake, C.&Scanlon, E. (2007). Reconsidering simulations in science education at a distance: features of effective use. Journal of Computer Assisted Learning, 23(6), 491-502. Bo, W. V., Fulmer, G. W., Lee, C. K. E.&Chen, V. D. T. (2018). How Do Secondary Science Teachers Perceive the Use of Interactive Simulations? The Affordance in Singapore Context. Journal of Science Education and Technology, 27(6), 550-565. Bozkurt, E. & Sarıkoç, A. (2008). Fizik eğitiminde sanal laboratuar, geleneksel laboratuarın yerini tutabilir mi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 89-100. Bransford, J.D., Brown, A.L.&Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC, USA. National Academies Press. Büyükkara, S. (2011). İlköğretim 8. sınıf fen ve teknoloji dersi ses ünitesinin bilgisayar simülasyonları ve animasyonları ile öğretiminin öğrenci başarısı ve tutumu üzerine etkisi. Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü. Cengiz, E., Uzoğlu, M. &Daşdemir, İ. öğretmenlere göre fen ve teknoloji dersindeki başarısızlık nedenleri ve çözüm önerileri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 393-418. De Jong& Van Joolingen, 1998 T. de Jong, W.R. van Joolingen. Scientific discovery learning with computer simulations of conceptual domains.Review of Educational Research, 68 (2) (1998), pp. 179-201. Daşdemir, İ.& Doymuş, K. (2016). Fen ve teknoloji dersinde animasyon kullanımının öğrencilerin akademik başarılarına, öğrenilen bilgilerin kalıcılığına ve bilimsel süreç becerilerine etkisi. Dinçer, S. & Güçlü, M. (2013). Effectiveness of using simulation in computer aided learning and new trends in science education: A meta-analysis study article. The Special Issue on Computer and Instructional Technologies, 35. Dinsmore, D. L. &Zoellner, B. P. (2018). The relation between cognitive and metacognitive strategic processing during a science simulation. British Journal of Educational Psychology, 88(1), 95-117. doi:10.1111/bjep.12177. Dudding, C. C. & Nottingham, E. E. (2018). A National Survey of Simulation Use in University Programs in Communication Sciences and Disorders. American Journal of Speech-Language Pathology, 27(1), 71-81. doi:10.1044/2017_ajslp-17-0015. Fan, X., Geelan, D. & Gillies, R. (2018). Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations. Education Sciences, 8(1), 29. Feurzeig, W.& Roberts, N. (1999). Modeling and Simulation in Science and Mathematics Education.New York. Springer-Verlag. Finkelstein, N., Perkins, K., Adams, W., Kohl, P. & Podolefsky, N. Can Computer Simulations Replace Real Equipment in Undergraduate Laboratories? In AIP Conference Proceedings; American Institute of Physics (AIP): College Park, MA, USA, 2005; pp. 101–104 Fraenkel, J. R., Wallen, N. E.&Hyun, H. H. (2012). How to Design and Evaluate Research in Education: McGraw-Hill Education. Gay, L. R., Mills, G. E. &Airasian, P. W. (2012). Educational Research: Competencies for Analysis and Applications: Merrill. Pearson. Griffiths, A. K. & Preston, K. R. (1992). Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of research in Science Teaching, 29(6), 611-628. Goldstone, R. L. & Sakamoto, Y. (2003). The transfer of abstract principles governing complex adaptive systems. Cognitive Psychology, 46(4), 414–466. doi:10.1016/ S0010-0285(02)00519-4 Göriş, S., Bilgi, N. & Bayındır, S. K. (2014). Hemşirelik eğitiminde simülasyon kullanımı. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 1(2), 25-29. Gülçiçek, Ç. & Güneş, B. (2004). Fen Öğretiminde Kavramların Somutlaştırılması: Modelleme Stratejisi, Bilgisayar Simülasyonları ve Analojiler. Eğitim ve Bilim, 29(134). Hensberry, K., Moore, E. &Perkins, K. (2015). Effective student learning of fractions with an interactive simulation. Journal of Computers in Mathematics and Science Teaching, 34(3), 273-298. Jaakkola, T. (2012). Thinking outside the box: enhancing science teaching by combining (instead of contrasting) laboratory and simulation activities. Retrieved from https://www.utupub.fi/bitstream/handle/10024/77068/AnnalesB352Jaakkola.pdf?sequenc at May. 2019. Jaakkola, T. & Veermans, K. (2015). Effects of abstract and concrete simulation elements on science learning. Journal of Computer Assisted Learning, 31(4), 300-313. Karasar, N. (2012). Bilimsel araştırma yöntemi. 24. Baskı, Ankara: Nobel Yayın Dağıtım. Kohnle, A., Benfield, C., Hähner, G. &Paetkau, M. (2017). Interactive simulations to support quantum mechanics instruction for chemistry students. Küçük, T. (2014). Işık ünitesinde similasyon yönteminin kullanılmasının öğrencilerin Fen başarısına ve Fen tutumlarına etkisi. Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü. Lawless, K. A., Brown, S. W., Rhoads, C., Lynn, L., Newton, S. D. &GlobalEdRes, T. (2018). Promoting students' science literacy skills through a simulation of international negotiations: The GlobalEd 2 Project. Computers in Human Behavior, 78, 389-396. doi:10.1016/j.chb.2017.08.027. Matthews, M. R. (1998). Constructivism in Science Education: A Philosophical Examination. Netherlands. Springer. Mcmillan, J. H.&Schumacher, S. (2014). Research in Education: Evidence-Based Inquiry [With Myeducationlab]: Prentice Hall PTR. Mıdık, Ö. & Kartal, M. (2010). Simulation-based medical education (Derleme). Minaslı, E. (2009). Fen ve teknoloji dersi maddenin yapısı ve özellikleri ünitesinin öğretilmesinde simülasyon ve model kullanılmasının başarıya, kavram öğrenmeye ve hatırlamaya etkisi. Yüksek lisans tezi. Marmara Üniversitesi. Moore, E. B., Chamberlain, J. M., Parson, R. &Perkins, K. K. (2014). PhET interactive simulations: Transformative tools for teaching chemistry. Journal of Chemical Education, 91(8), 1191-1197. Pallant, J. (2017). SPSS Kullanma Kulavuzu SPSS ile Adım Adım Veri Analizi (2. basım). Ankara, : Anı Yayıncılık. Patrik, J. (2002). Simulation. In: Patric J, ed. Training: Research and Practice. London: Academic Press, 487- 508. Pekdağ, B. (2010). Alternative methods in learning chemistry: Learning with animation, simulation, video and multimedia. Journal of Turkish Science Education, 7(2). 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. doi:10.1016/j.compedu.2011.07.017 Sevgi, L. (2006). Modeling and simulation concepts in engineering education: virtual tools. Turkish Journal of Electrical Engineering & Computer Sciences, 14(1), 113-127. Sevgi, L. & Uluışık, Ç. (2006). A labview-based virtual instrument for engineering education: A numerical fourier transform tool. Turkish Journal of Electrical Engineering & Computer Sciences, 14(1), 129-152. Shah, NH., Gor, R. V. & Soni, H. (2007). Simulations. In: Shah NH, Gor RV, Soni H eds. Operations Research. New Delphi: Prentice Hall of Indıa Private Limited, 486-488. Sokolowski, A. & Rackley, R. Teaching harmonic motion in trigonometry: Inductive inquiry supported by physics simulations. Aust. Sr. Math. J. 2011, 25, 45 Şendir, M.& Doğan, P. (2015). Hemşirelik eğitiminde simülasyonun kullanımı: sistematik inceleme. Florence Nightingale Hemşirelik Dergisi, 23(1), 49-56. Tan, Ş. (2012). Öğretim ilke ve yöntemleri. Ankara: Pegem A Yayıncılık, 2. Teke, H. (2010). Fen ve teknoloji derslerinde kullanılan simülasyon yönteminin 7. Sınıf öğrencilerinin erişilerine etkisi. Selçuk Üniversitesi Eğitim Bilimleri Fakültesi. Wellington J. (2004) Using ICT in teaching and learning in science. In Mediating Science Learning Through Information and Communication Technology (eds R. Holliman & E. Scanlon), pp. 51–78. Routledge Falmer, London. Winberg, T. M. & Berg, C. A. R. (2007). Students' cognitive focus during a chemistry laboratory exercise: Effects of a computer‐simulated prelab. Journal of Research in Science Teaching, 44(8), 1108-1133. Van der Meij, J. & de Jong, T. (2006). Supporting students' learning with multiple representations in a dynamic simulation-based learning environment. Learning and Instruction, 16(3), 199-212. doi:10.1016/j.learninstruc.2006.03.007
The effect of laboratory experiment and interactive simulation use on academic achievement in teaching secondary school force and movement unit
Öz
The aim of this study is to investigate effects of laboratory experiments and interactive simulation techniques within the framework of 5E model on academic achievement in teaching of Force and Movement unit in 6th grade science course in secondary school. The research is conducted in 6th grade of a public school in the first semester of 2017-2018 academic year. Research design of the study is quasi-experimental design with pre-test and post-test control group, which is one of quantitative research methods. The sample of the study consists of 52 students. One experimental and one control group are used in the study. Courses in the experimental and the control group are conducted with 5E model in the constructivist learning environment for sixteen course periods in four weeks. In experimental group, interactive simulations are conducted in the explore step of the 5E model while, in the control group, laboratory experiments are used in same step of the 5E model. The paired sample t-test and 2x2 mixed ANOVA are applied to the data obtained from the study towards academic achievement. According to the findings of the study results, it is found that interactive simulations are more effective than laboratory experiments in increasing students' academic achievement
Anahtar Kelimeler
Simulation science secondary school force and movement unit experimental design laboratory experiments
Kaynakça
- Ainsworth, S., & Van Labeke, N. (2002, July). Using a multi-representational design framework to develop and evaluate a dynamic simulation environment. In international workshop on dynamic visualizations and learning, Tubingen, Germany. Akkağıt, Ş. F. & Tekin, A. (2012). Simülasyon Tabanlı Öğrenmenin Ortaöğretim Öğrencilerinin Temel Elektronik Ve Ölçme Dersindeki Başarılarına Etkisi. Ege Eğitim Dergisi, 13(2). Aycan, Ş., Arı, E., Türkoğuz, S., Sezer, H.& Kaynar, Ü. (2002). Fen ve fizik öğretiminde bilgisayar destekli simülasyon tekniğinin öğrenci başarısına etkisi: yeryüzünde hareket örneği. Blake, C.&Scanlon, E. (2007). Reconsidering simulations in science education at a distance: features of effective use. Journal of Computer Assisted Learning, 23(6), 491-502. Bo, W. V., Fulmer, G. W., Lee, C. K. E.&Chen, V. D. T. (2018). How Do Secondary Science Teachers Perceive the Use of Interactive Simulations? The Affordance in Singapore Context. Journal of Science Education and Technology, 27(6), 550-565. Bozkurt, E. & Sarıkoç, A. (2008). Fizik eğitiminde sanal laboratuar, geleneksel laboratuarın yerini tutabilir mi. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 25, 89-100. Bransford, J.D., Brown, A.L.&Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC, USA. National Academies Press. Büyükkara, S. (2011). İlköğretim 8. sınıf fen ve teknoloji dersi ses ünitesinin bilgisayar simülasyonları ve animasyonları ile öğretiminin öğrenci başarısı ve tutumu üzerine etkisi. Selçuk Üniversitesi Eğitim Bilimleri Enstitüsü. Cengiz, E., Uzoğlu, M. &Daşdemir, İ. öğretmenlere göre fen ve teknoloji dersindeki başarısızlık nedenleri ve çözüm önerileri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 393-418. De Jong& Van Joolingen, 1998 T. de Jong, W.R. van Joolingen. Scientific discovery learning with computer simulations of conceptual domains.Review of Educational Research, 68 (2) (1998), pp. 179-201. Daşdemir, İ.& Doymuş, K. (2016). Fen ve teknoloji dersinde animasyon kullanımının öğrencilerin akademik başarılarına, öğrenilen bilgilerin kalıcılığına ve bilimsel süreç becerilerine etkisi. Dinçer, S. & Güçlü, M. (2013). Effectiveness of using simulation in computer aided learning and new trends in science education: A meta-analysis study article. The Special Issue on Computer and Instructional Technologies, 35. Dinsmore, D. L. &Zoellner, B. P. (2018). The relation between cognitive and metacognitive strategic processing during a science simulation. British Journal of Educational Psychology, 88(1), 95-117. doi:10.1111/bjep.12177. Dudding, C. C. & Nottingham, E. E. (2018). A National Survey of Simulation Use in University Programs in Communication Sciences and Disorders. American Journal of Speech-Language Pathology, 27(1), 71-81. doi:10.1044/2017_ajslp-17-0015. Fan, X., Geelan, D. & Gillies, R. (2018). Evaluating a Novel Instructional Sequence for Conceptual Change in Physics Using Interactive Simulations. Education Sciences, 8(1), 29. Feurzeig, W.& Roberts, N. (1999). Modeling and Simulation in Science and Mathematics Education.New York. Springer-Verlag. Finkelstein, N., Perkins, K., Adams, W., Kohl, P. & Podolefsky, N. Can Computer Simulations Replace Real Equipment in Undergraduate Laboratories? In AIP Conference Proceedings; American Institute of Physics (AIP): College Park, MA, USA, 2005; pp. 101–104 Fraenkel, J. R., Wallen, N. E.&Hyun, H. H. (2012). How to Design and Evaluate Research in Education: McGraw-Hill Education. Gay, L. R., Mills, G. E. &Airasian, P. W. (2012). Educational Research: Competencies for Analysis and Applications: Merrill. Pearson. Griffiths, A. K. & Preston, K. R. (1992). Grade‐12 students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of research in Science Teaching, 29(6), 611-628. Goldstone, R. L. & Sakamoto, Y. (2003). The transfer of abstract principles governing complex adaptive systems. Cognitive Psychology, 46(4), 414–466. doi:10.1016/ S0010-0285(02)00519-4 Göriş, S., Bilgi, N. & Bayındır, S. K. (2014). Hemşirelik eğitiminde simülasyon kullanımı. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 1(2), 25-29. Gülçiçek, Ç. & Güneş, B. (2004). Fen Öğretiminde Kavramların Somutlaştırılması: Modelleme Stratejisi, Bilgisayar Simülasyonları ve Analojiler. Eğitim ve Bilim, 29(134). Hensberry, K., Moore, E. &Perkins, K. (2015). Effective student learning of fractions with an interactive simulation. Journal of Computers in Mathematics and Science Teaching, 34(3), 273-298. Jaakkola, T. (2012). Thinking outside the box: enhancing science teaching by combining (instead of contrasting) laboratory and simulation activities. Retrieved from https://www.utupub.fi/bitstream/handle/10024/77068/AnnalesB352Jaakkola.pdf?sequenc at May. 2019. Jaakkola, T. & Veermans, K. (2015). Effects of abstract and concrete simulation elements on science learning. Journal of Computer Assisted Learning, 31(4), 300-313. Karasar, N. (2012). Bilimsel araştırma yöntemi. 24. Baskı, Ankara: Nobel Yayın Dağıtım. Kohnle, A., Benfield, C., Hähner, G. &Paetkau, M. (2017). Interactive simulations to support quantum mechanics instruction for chemistry students. Küçük, T. (2014). Işık ünitesinde similasyon yönteminin kullanılmasının öğrencilerin Fen başarısına ve Fen tutumlarına etkisi. Çanakkale Onsekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü. Lawless, K. A., Brown, S. W., Rhoads, C., Lynn, L., Newton, S. D. &GlobalEdRes, T. (2018). Promoting students' science literacy skills through a simulation of international negotiations: The GlobalEd 2 Project. Computers in Human Behavior, 78, 389-396. doi:10.1016/j.chb.2017.08.027. Matthews, M. R. (1998). Constructivism in Science Education: A Philosophical Examination. Netherlands. Springer. Mcmillan, J. H.&Schumacher, S. (2014). Research in Education: Evidence-Based Inquiry [With Myeducationlab]: Prentice Hall PTR. Mıdık, Ö. & Kartal, M. (2010). Simulation-based medical education (Derleme). Minaslı, E. (2009). Fen ve teknoloji dersi maddenin yapısı ve özellikleri ünitesinin öğretilmesinde simülasyon ve model kullanılmasının başarıya, kavram öğrenmeye ve hatırlamaya etkisi. Yüksek lisans tezi. Marmara Üniversitesi. Moore, E. B., Chamberlain, J. M., Parson, R. &Perkins, K. K. (2014). PhET interactive simulations: Transformative tools for teaching chemistry. Journal of Chemical Education, 91(8), 1191-1197. Pallant, J. (2017). SPSS Kullanma Kulavuzu SPSS ile Adım Adım Veri Analizi (2. basım). Ankara, : Anı Yayıncılık. Patrik, J. (2002). Simulation. In: Patric J, ed. Training: Research and Practice. London: Academic Press, 487- 508. Pekdağ, B. (2010). Alternative methods in learning chemistry: Learning with animation, simulation, video and multimedia. Journal of Turkish Science Education, 7(2). 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. doi:10.1016/j.compedu.2011.07.017 Sevgi, L. (2006). Modeling and simulation concepts in engineering education: virtual tools. Turkish Journal of Electrical Engineering & Computer Sciences, 14(1), 113-127. Sevgi, L. & Uluışık, Ç. (2006). A labview-based virtual instrument for engineering education: A numerical fourier transform tool. Turkish Journal of Electrical Engineering & Computer Sciences, 14(1), 129-152. Shah, NH., Gor, R. V. & Soni, H. (2007). Simulations. In: Shah NH, Gor RV, Soni H eds. Operations Research. New Delphi: Prentice Hall of Indıa Private Limited, 486-488. Sokolowski, A. & Rackley, R. Teaching harmonic motion in trigonometry: Inductive inquiry supported by physics simulations. Aust. Sr. Math. J. 2011, 25, 45 Şendir, M.& Doğan, P. (2015). Hemşirelik eğitiminde simülasyonun kullanımı: sistematik inceleme. Florence Nightingale Hemşirelik Dergisi, 23(1), 49-56. Tan, Ş. (2012). Öğretim ilke ve yöntemleri. Ankara: Pegem A Yayıncılık, 2. Teke, H. (2010). Fen ve teknoloji derslerinde kullanılan simülasyon yönteminin 7. Sınıf öğrencilerinin erişilerine etkisi. Selçuk Üniversitesi Eğitim Bilimleri Fakültesi. Wellington J. (2004) Using ICT in teaching and learning in science. In Mediating Science Learning Through Information and Communication Technology (eds R. Holliman & E. Scanlon), pp. 51–78. Routledge Falmer, London. Winberg, T. M. & Berg, C. A. R. (2007). Students' cognitive focus during a chemistry laboratory exercise: Effects of a computer‐simulated prelab. Journal of Research in Science Teaching, 44(8), 1108-1133. Van der Meij, J. & de Jong, T. (2006). Supporting students' learning with multiple representations in a dynamic simulation-based learning environment. Learning and Instruction, 16(3), 199-212. doi:10.1016/j.learninstruc.2006.03.007
Toplam 1 adet kaynakça vardır.