Yıl: 2010 Cilt: 10 Sayı: 39 Sayfa Aralığı: 191 - 211 Metin Dili: Türkçe

The effects of computer simulated experiments on high school students' understanding of the displacement and velocity concepts

Öz:
Problem Durumu: Yapılan araştırmalar, lise öğrencilerinin temel fizik kavramlarını ve teorilerini anlamada ve uygulamada sıkıntılar yaşadıklarını göstermektedir. Buna bağlı olarak, bazı araştırmalarda öğrencilerin derslere belirli fizik kavramlarını öğrenmelerini engelleyecek naif yargılarla gelmekte olduğunu göstermiştir. Bu tür yanlış kavramalar sanıldığından daha geniş kapsamlıdır ve sınıf performansı üzerinde etkili olmaktadır. Aslında, öğrenciler önemli fizik kavramlarını tam anlamıyla öğrenmeden sınıflarını geçmektedirler. Öğrencilerin matematik denklemlerini kullanarak fizik problemlerini çözebilmeleri, fizik kavramlarını tam anlamıyla anlamış olduklarını göstermemektedir. Fizik derslerinde diğer disiplinlere göre ana konular arasındaki ilişki sayıca daha fazladır. Öğrenilmesi gereken karmaşık konu sayısı oldukça fazladır ve bu konuların öğrenilmesinde yalnız tanımlarının bilinmesi yeterli değildir. Ayrıca genel özellikleri de anlaşılmalıdır. Laboratuar çalışması öğrencilerin fizik dersindeki başarısını artırmakta önemli bir rol oynamaktadır. Laboratuar çalışması; 1) yaparak öğrenmedir, 2) öğrencinin kritik düşünme yeteneğini geliştirir, 3) öğrencilerin aktif olmasını sağlayan bir öğrenmedir. Öğrencilerin bilim yapmadan bilimi öğrenmeleri beklenemez ve bu sadece laboratuar da gerçekleşir. Yapılan bazı araştırmalar, öğrencilerin laboratuar çalışmasını sevdiklerini göstermektedir. Bilgisayarın eğitimde kullanılması, öğrenme alanını genişletmekte ve eğitim kalitesini olumlu yönde etkilemektedir. Bundan dolayı, her düzeyde öğrencinin bilgisayar okuryazarlığı becerilerini geliştirmesi sağlanarak onların eğitim ve öğretim sürecinde bilgisayarı kullanmaları teşvik edilmelidir. Çünkü bilgisayarların farklı eğitim araçlarını aynı anda kullanma ve kontrol etme özellikleri vardır. Bilgisayar Destekli Eğitimin çeşitli tanımları verilmektedir. Bu tanımlardan ilkine göre Bilgisayar Destekli Eğitim bilgisayar teknolojisinin öğretim sürecindeki uygulamalarının her biridir. Bu uygulamalar bilgi sunmak, özel öğretmenlik yapmak, bir becerinin gelişmesine katkıda bulunmak, benzeşim gerçekleştirmek ve sorun çözücü veri sağlamak olabilir. Başka bir tanıma göre ise, Bilgisayar Destekli Eğitim, öğrencilerinin bilgisayar sistemine programlanmış olan dersleri etkileşimde programlanmış olan dersleri etkileşimde bulunarak, doğrudan alabilmeleridir. BDE de öğrenciler eğitsel materyalleri sunan ve gösteren bilgisayar ile direk temas içindedir. Bu çalışmanın asıl amacı, fizik dersi ile birlikte verilen bilgisayar benzetişimli deneylerin yerdeğiştirme ve hız kavramlarını anlamadaki etkisini yine dersle birlikte verilen geleneksel laboratuar çalışması ile Problem Durumu: Yapılan araştırmalar, lise öğrencilerinin temel fizik kavramlarını ve teorilerini anlamada ve uygulamada sıkıntılar yaşadıklarını göstermektedir. Buna bağlı olarak, bazı araştırmalarda öğrencilerin derslere belirli fizik kavramlarını öğrenmelerini engelleyecek naif yargılarla gelmekte olduğunu göstermiştir. Bu tür yanlış kavramalar sanıldığından daha geniş kapsamlıdır ve sınıf performansı üzerinde etkili olmaktadır. Aslında, öğrenciler önemli fizik kavramlarını tam anlamıyla öğrenmeden sınıflarını geçmektedirler. Öğrencilerin matematik denklemlerini kullanarak fizik problemlerini çözebilmeleri, fizik kavramlarını tam anlamıyla anlamış olduklarını göstermemektedir. Fizik derslerinde diğer disiplinlere göre ana konular arasındaki ilişki sayıca daha fazladır. Öğrenilmesi gereken karmaşık konu sayısı oldukça fazladır ve bu konuların öğrenilmesinde yalnız tanımlarının bilinmesi yeterli değildir. Ayrıca genel özellikleri de anlaşılmalıdır. Laboratuar çalışması öğrencilerin fizik dersindeki başarısını artırmakta önemli bir rol oynamaktadır. Laboratuar çalışması; 1) yaparak öğrenmedir, 2) öğrencinin kritik düşünme yeteneğini geliştirir, 3) öğrencilerin aktif olmasını sağlayan bir öğrenmedir. Öğrencilerin bilim yapmadan bilimi öğrenmeleri beklenemez ve bu sadece laboratuar da gerçekleşir. Yapılan bazı araştırmalar, öğrencilerin laboratuar çalışmasını sevdiklerini göstermektedir.
Anahtar Kelime:

Konular:
Sosyal > Sosyal > Eğitim, Eğitim Araştırmaları

Bilgisayar benzetimli deneylerin lise öğrencilerinin yerdeğiştirme ve hız kavramlarını anlamadaki etkisi

Öz:
Problem Statement: The 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.
Anahtar Kelime:

Konular:
Sosyal > Sosyal > Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA ŞENGEL E, ÖZDEN M (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.
Chicago ŞENGEL ERHAN,ÖZDEN M. Yaşar The effects of computer simulated experiments on high school students' understanding of the displacement and velocity concepts. Eurasian Journal of Educational Research 10, no.39 (2010): 191 - 211.
MLA ŞENGEL ERHAN,ÖZDEN M. Yaşar The effects of computer simulated experiments on high school students' understanding of the displacement and velocity concepts. Eurasian Journal of Educational Research, vol.10, no.39, 2010, ss.191 - 211.
AMA ŞENGEL E,ÖZDEN M The effects of computer simulated experiments on high school students' understanding of the displacement and velocity concepts. Eurasian Journal of Educational Research. 2010; 10(39): 191 - 211.
Vancouver ŞENGEL E,ÖZDEN M The effects of computer simulated experiments on high school students' understanding of the displacement and velocity concepts. Eurasian Journal of Educational Research. 2010; 10(39): 191 - 211.
IEEE ŞENGEL E,ÖZDEN M "The effects of computer simulated experiments on high school students' understanding of the displacement and velocity concepts." Eurasian Journal of Educational Research, 10, ss.191 - 211, 2010.