Graphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environment

Çelik, Harun; Pektaş, Hüseyin Miraç

doi:10.1007/s10763-015-9667-9

Cited by 11 publications

(9 citation statements)

References 39 publications

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“…The ability to draw and understand graphics is important here. Because transforming the recorded data into a graph and identifying the relationship between variables as a result of analysing the graph is an important step in reaching the end of the experimental work (Çelik & Pektaş, 2017;Taşar, Kandil-İngeç & Ünlü-Güneş, 2002). It is very important for individuals to develop the skills of drawing, understanding and interpreting the graphs which are important in signification of the data.…”

Section: Theoretical Backgroundmentioning

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: Theoretical Backgroundmentioning

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

Self Cite

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“…It is mostly considered an isolated activity and the accountability is individual; the brand image of teachers as 'good' and 'bad' as perceived by students emerges in this domain. For the purposes of our research, self-efficacy of teachers is defined as; "a selfsystem that controls most personal activity, including appropriate use of professional knowledge and skills" (Harun & Pektaş, 2015). Seen from this perspective, the self-efficacy of teachers is a personal trait which can best be studied at individual level.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Relationship Of Setting And Gender With Teachers’ Self Efficacy In Pakistan

Zahoor¹,

Zahoor²,

Qureshi³

2019

The European Proceedings of Social and Behavioural Sciences

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“…Ayrıca Fen eğitiminde bilgisayar destekli öğretim, diğer disiplinlerden farklı olarak, fen bilimlerinde kavramların soyut doğası, çoklu kavramlar arası bağlantıları gerekli kılan olgulara yer vermesi, aktif öğrenme kapsamında deneysel etkinliklerde nitelik-nicelik-güvenlik gibi konularda avantaj sağlaması (Çelik, Sarı & Harwanto, 2015;Karamustafaoğlu, Aydın & Özmen, 2005) ve diğer taraftan bireysel olarak sorgulamaya yer vermesi bakımından oldukça önemli görülmektedir. Literatür açısından kavram öğretimini ve bu süreci bilgisayar destekli öğretim ile zenginleştiren araştırmalar, bilgisayar destekli öğretim kapsamındaki uygulamaların fen derslerine olan ilgiyi artırdığını ve akademik başarıları olumlu yönde geliştirdiğini göstermektedir (Azar & Şengüleç, 2011;Çelik & Pektaş, 2015;Jaakkola, Nurmi, & Veermans, 2011;Karamustafaoğlu, 2012;Kumar vd., 2010;Lunce, 2006;Özmen, 2004;Richards, Barowy, & Levin, 1992;Usta & Korkmaz, 2010;Yiğit & Akdeniz, 2003).…”

Section: Teknoloji Zenginleştirilmiş öğRenme Ortamlarıunclassified

Fen Bilgisi Öğretmen Adaylarının Fizik Kavramları Öğretiminde Bilişim Teknolojilerinin Kullanımına Yönelik Öz-Yeterlik ve Görüşleri

Çelik¹,

Karamustafaoğlu²

2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-It is not thought that the learning process is not affected by the technological improvements and changes.In this study, it is especially focused on analyzing the ideas of the prospective teachers whose competencies are determined about using information technology during the teaching of concepts. This study was planned in the mixed research design and sampling criteria are used. In this study, information technology self-efficacy scale quantitative data were obtained through the information technology -supported teaching, then with the help of the concept teaching form, their ideas for the teaching process were categorized. In the study where the self-efficacy perceptions of prospective teachers were determined at a good level in real terms, the desire to perform experimental activities in virtual and built environments were scored close prettily together. Student teachers have reflected results in accordance with the literature on the support of information technology in the learning environment. When the data was associated with both behavioral and cognitive approaches, it is found meaningful that the teacher candidates enrich their teaching with a teaching model. When the active role was considered in the teaching process, it is suggested not to ignore the necessity in teacher training programs.

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Graphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environment

Cited by 11 publications

References 39 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

Relationship Of Setting And Gender With Teachers’ Self Efficacy In Pakistan

Fen Bilgisi Öğretmen Adaylarının Fizik Kavramları Öğretiminde Bilişim Teknolojilerinin Kullanımına Yönelik Öz-Yeterlik ve Görüşleri

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