A Study of Pre-service Teachers’ Tendency for Imprudent Behaviour and Physics Laboratory Attitudes

Paliç, Günay; Pirasa, Nimet

doi:10.1016/j.sbspro.2012.06.742

Cited by 8 publications

(3 citation statements)

References 4 publications

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“…In the realization of this conceptual learning, attitude is in the foreground. Attitudes towards science laboratories affect the efficiency of laboratory training (Palic & Pirasa, 2012). Attitude is also a factor in students' achievements in science (Gonen, 2008;Osborne, Simon, & Collins, 2003).…”

Section: Research Purposesmentioning

confidence: 99%

The Effects of Virtual and Computer Based Real Laboratory Applications on the Attitude, Motivation and Graphic Interpretation Skills of University Students

Sarı

Pektaş²,

Çelik³

et al. 2019

IJISME

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In recent years, experience of students in technology-equipped laboratories has been seen as an effective way to teach and learn physics. In this sense, experiments and demonstrations using computer based data collection systems and simulations that allow students to design their own virtual experiments in the physics laboratory come into prominence. In this study, the usage of computer based laboratory and virtual laboratory applications in the physics laboratory are discussed. In this context, the effects of computer based laboratory applications and virtual laboratory applications on students' graph drawing, understanding and interpretation skills, attitudes towards the physics laboratory and motivation for learning science were investigated. Sixty university students participated in the pre-test post-test semi-experimental design study. While the control group carried out experiments on the laws of motion with computer based laboratory, the experimental group performed the same experiments with virtual laboratory applications. The data of the study were collected through attitude scale, motivation scale and graph drawing, understanding and interpretation test. Independent sample t-tests were used in the analysis of the data. The findings show that computer based laboratory practices are more effective in the development of students' ability to draw, understand and interpret graphics than virtual laboratory applications. It has been determined that both computer based laboratory and virtual laboratory applications have a positive effect on students' attitudes and motivations. Also, computer based laboratory applications were found to be more effective in increasing students' motivation levels for communication, collaborative work, and participation than virtual laboratory applications. The findings of the study suggest that computer based laboratory applications in physics laboratories are more effective than virtual laboratory applications.

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Section: Research Purposesmentioning

confidence: 99%

The Effects of Virtual and Computer Based Real Laboratory Applications on the Attitude, Motivation and Graphic Interpretation Skills of University Students

Sarı

Pektaş²,

Çelik³

et al. 2019

IJISME

View full text Add to dashboard Cite

show abstract

“…In accordance with the study, El Sayed et al (2011) also advocated that the AR technology improved students’ ability more effectively than other technologies. In addition, it also could create awareness of the dangers that might have a threat in a laboratory setting during an experiment (Palic and Pirasa, 2012); for example, participants liked to make mistakes unlimitedly. In this regard, this finding is important for instructors.…”

Section: Discussionmentioning

confidence: 99%

Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot study

Cheng

Lee

Yang

et al. 2022

ITSE

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Purpose The purpose of this study was to develop the augmented reality (AR) educational program combined with the instructional guidance for supportive learning, which enhanced the thinking process cooperative discussion and problem-solving skills in chemistry subject. Design/methodology/approach The method used the quasi-experimental research design. Of the 45 students who attended this experiment, only 25 with low achievement qualified in operating the AR learning system of saponification and transesterification environment (ARLS-STE) system. Findings These results confirmed that the AR educational program could have increased substantial benefits in improvements of students’ knowledge and the ability of the thinking process for the participants with the lowest score. In semi-structured interviews, most of participants enjoyed manipulating the ARLS-STE system, which was realistic, motived and interesting for learning science subjects. Originality/value The low-achieving students have often been known with a low learning capability, and they lack in developing constructional knowledge, despite being keen for learning. Regarding educational concerns for this population, providing orientated learning and supportive materials could increase their learning effects. Virtual worlds are an efficient learning tool in educational setting. The AR can offer visual concepts and physical interaction for students with low achievement in learning. Thus, this study investigates the acceptability of an educational program designed in the ARLS-STE, which involves the learning effects of academic knowledge and the capability of thinking process for students with low achievement. The ARLS-STE system was developed for this proposal, based upon the marker-based AR technologies combined with hands-on manipulation.

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“…What mostly exists in the literature focuses on the attitudes towards the laboratory, to inquiry based teaching and to planning the practical work in the laboratory (e.g. Marshall & Dorward, 2000;Nivalainen, Asikainen & Hirvonen, 2010Palic & Pirasa, 2012). The present research sought to fill this gap and it examines the barriers pre-service physics teachers confront with when dealing with data analysis tasks in the laboratory.…”

Section: Introductionmentioning

confidence: 99%

Characterization of Data Analysis in the Physics Laboratory Among Pre-service Physics Teachers

Kukliansky¹

2019

AES

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Establishing the connection between the scientific experiment and theory may pose quite a challenge for learners. Analyzing and interpreting data, they collect in the experiments, helps to bridge the gap between the experiment's results and the theoretical world. The present research examines the barriers pre-service physics teachers confront with when dealing with data analysis tasks in the introductory physics laboratory. Identifying pre-service physics teachers' misconceptions is very important because the future teachers can transfer them to their students. The novelty of this research is not only in identifying the physics teacher's trainee's misconceptions analyzing data in the introductory physics laboratory, but also in explaining the reasons for them. 25 pre-service physics teachers who had undergone several laboratory courses participated in this study. For examining their knowledge level and identifying their difficulties in data analysis, the Laboratory Data Analysis Instrument (LDAI) was used. The results revealed that the participants evidenced a sixty-nine percent overall average of correct answers. The various misconceptions the pre-service physics teachers encountered in each of the instrument objectives are identified and discussed. Dealing with multiple representations and the use of intuitive rules can explain some of the difficulties. The identification of the data analysis difficulties can be employed by educators attempting to construct more efficient learning environments.

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A Study of Pre-service Teachers’ Tendency for Imprudent Behaviour and Physics Laboratory Attitudes

Cited by 8 publications

References 4 publications

The Effects of Virtual and Computer Based Real Laboratory Applications on the Attitude, Motivation and Graphic Interpretation Skills of University Students

The Effects of Virtual and Computer Based Real Laboratory Applications on the Attitude, Motivation and Graphic Interpretation Skills of University Students

Hands-on interaction in the augmented reality (AR) chemistry laboratories enhances the learning effects of low-achieving students: a pilot study

Characterization of Data Analysis in the Physics Laboratory Among Pre-service Physics Teachers

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