Please use this identifier to cite or link to this item: http://hdl.handle.net/11452/28840
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dc.contributor.authorÖzden, M. Yaşar-
dc.date.accessioned2022-09-27T06:43:33Z-
dc.date.available2022-09-27T06:43:33Z-
dc.date.issued2010-
dc.identifier.citationŞengel, E. ve Özden, M. Y. (2010). "The effects of computer simulated experiments on high school students' understanding of the displacement and velocity concepts". Eurasian Journal of Educational Research, 10(39), 191-211.tr_TR
dc.identifier.issn1302-597X-
dc.identifier.issn2528-8911-
dc.identifier.urihttp://hdl.handle.net/11452/28840-
dc.description.abstractThe number of relationships between important concepts is higher in physics courses than in other courses. As well as the definitions of complicated concepts, the feature of concepts should be learned. Using traditional instructional methods are sometimes not enough to teach physics concepts like velocity and displacement. Based on implications in the literature, Computer Simulated Experiment (CSE) seems to be a satisfactory approach that can be used to promote students' science achievement, and it is important to test how successful it will be when compared to Hands on Laboratory (HOL) study. Purpose of Study: The main purpose of this study was to investigate the effectiveness of CSE over HOL study on the understanding of velocity and displacement concepts when both teaching methods were used as a supplement to regular classroom instruction. The second purpose was to identify whether logical thinking ability accounted for a significant portion of variation in achievement related to velocity and displacement concepts. Methods: In this study, the pretest/post-test control group design was used. Each treatment (CSE & HOL) was randomly assigned to the experiment group and the control group. Both groups were administered a pretest of Velocity and Displacement Concepts Achievement Test (VDCAT) and a Logical Thinking Ability Test as dependent variables. Then, both groups were post-tested with the same VDCAT. The sample of the present study consisted of 61 tenth grade students enrolled in two physics classes of the same teacher in a high school. Findings and Results: Post-test scores revealed that a significant difference was obtained between the mean scores attained by the CSE group and hands-on group with respect to physics achievement. The CSE group scored significantly higher than the hands-on group with respect to achievement in physics related to velocity and displacement concepts. On the other hand, logical thinking ability accounted for a significant portion of variance in physics achievement. Conclusions and Recommendations: Computer-simulated laboratory experiments, together with classroom instruction, appear to be a practical strategy in implementing a physics program. They can be organized such that the application of physics concepts is stressed. This approach will improve understanding of physics subject matter. Well-designed computer simulations can be used for teaching some concepts without extra effort and time from the teacher to prepare materials.en_US
dc.language.isoenen_US
dc.publisherAnı Yayıncılıktr_TR
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.rightsAtıf Gayri Ticari Türetilemez 4.0 Uluslararasıtr_TR
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectComputer simulated experimentsen_US
dc.subjectComputer assisted instructionen_US
dc.subjectLogical thinking abilityen_US
dc.subjectPhysics educationen_US
dc.subjectPhysicsen_US
dc.subjectDifficultiesen_US
dc.subjectAchievementen_US
dc.subjectOutcomesen_US
dc.subjectImpacten_US
dc.subjectEducation & educational researchen_US
dc.titleThe effects of computer simulated experiments on high school students' understanding of the displacement and velocity conceptsen_US
dc.typeArticleen_US
dc.identifier.wos000278697300012tr_TR
dc.identifier.scopus2-s2.0-77951647694tr_TR
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergitr_TR
dc.contributor.departmentUludağ Üniversitesi/Eğitim Fakültesi/Bilgisayar ve Öğretim Teknolojileri Öğretmenliği Bölümü.tr_TR
dc.identifier.startpage191tr_TR
dc.identifier.endpage211tr_TR
dc.identifier.volume10tr_TR
dc.identifier.issue39tr_TR
dc.relation.journalEurasian Journal of Educational Researchen_US
dc.contributor.buuauthorŞengel, Erhan-
dc.contributor.researcheridAAG-9156-2021tr_TR
dc.relation.collaborationYurt içitr_TR
dc.indexed.trdizinTrDizintr_TR
dc.subject.wosEducation & educational researchen_US
dc.indexed.wosSSCIen_US
dc.indexed.scopusScopusen_US
dc.contributor.scopusid35976882000tr_TR
dc.subject.scopusPhysics Education; Inquiry; Skillsen_US
Appears in Collections:Scopus
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