The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science

Çepni, Salih; Taş, Erol; Köse, Sacit

doi:10.1016/j.compedu.2004.07.008

Cited by 132 publications

(66 citation statements)

References 30 publications

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“…Such results of work are in accordance with the results of research done by authors who deal with similar issues (Çepni, Tas & Köse, 2006;Cekić-Jovanović, Golubović-Ilić & Jakovljević, 2014;Chaudhari, 2013;Hulya Efe & Rifat Efe, 2011;Serin, 2011;Soleša, 2000;Stanković, 2009;Yusuf & Afolabi 2010;Županec, Miljanović & Pribićević, 2013).…”

Section: Resultssupporting

confidence: 86%

Educational Computer Software in the Function of Integrating and Individualization in Teaching of Mathematics and Knowledge of Nature

Ćurčić

Milinković

Radivojević

2018

EURASIA J MATH SCI T

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The paper examines the empirically verified effect (parallel group experiment) of the application of the software form of integration and individualization of teaching of natural and mathematical knowledge in relation to traditional teaching, for example, the teaching sub-themes Cultivated habitats and life communities, and Equations with addition, subtraction, multiplication and division in the set N (the natural numbers) and N0 (the natural numbers plus the neutral element 0). The sample consisted of 250 pupils aged 10 to 11 years: 125 in the experimental group and 125 in the control group. The data were processed by statistical procedures and displayed in textual and graphical ways. The statistical analysis of the data obtained from the research has been achieved by the SPSS 17.0 software package, wherein the arithmetic mean, standard deviation, a t-test. Statistical indicators have confirmed the assumptions that the software form of integration and individualization contributes to more efficient and easier acquiring of knowledge, raising the quality and quantity of students' knowledge and increasing the interest in studying content in the teaching of Knowledge of Nature and Mathematics, and as such points to a preferred model of teaching and learning.

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Section: Resultssupporting

confidence: 86%

Educational Computer Software in the Function of Integrating and Individualization in Teaching of Mathematics and Knowledge of Nature

Ćurčić

Milinković

Radivojević

2018

EURASIA J MATH SCI T

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“…There have been several studies comparing computer and Web-based instruction with live classroom instruction. [2][3][4][5][6][7][8][9][10][11][12][13] The Woo and Fulkerson studies concluded that there was no difference in learning between the 2 methods of instruction. 7,8 There was also no difference in scores on identical final examinations comparing campus-based and remote students.…”

Section: Introductionmentioning

confidence: 99%

Pharmacists’ Perception of Synchronous Versus Asynchronous Distance Learning for Continuing Education Programs

Buxton

2014

American Journal of Pharmaceutical Education

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Objective. To evaluate and compare pharmacists' satisfaction with the content and learning environment of a continuing education program series offered as either synchronous or asynchronous webinars.Methods. An 8-lecture series of online presentations on the topic of new drug therapies was offered to pharmacists in synchronous and asynchronous webinar formats. Participants completed a 50-question online survey at the end of the program series to evaluate their perceptions of the distance learning experience.Results. Eighty-two participants completed the survey instrument (41 participants from the live webinar series and 41 participants from the asynchronous webinar series.) Responses indicated that while both groups were satisfied with the program content, the asynchronous group showed greater satisfaction with many aspects of the learning environment. Conclusion. The synchronous and asynchronous webinar participants responded positively regarding the quality of the programming and the method of delivery, but asynchronous participants rated their experience more positively overall.

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“…In addition, it was found out that the participants' selfefficacy beliefs in biology teaching did not differ significantly for such possible reasons as lack of use of these methods in other courses and the short duration of the application (only one academic term). Researchers claim that in short-duration studies, it is quite difficult to observe changes in students' self-efficacy perceptions and in their attitudes towards courses (Maskan and Güler, 2004;Çepni et al, 2006;Gönen and Kocakaya, 2008). In addition, those who design and develop web-aided courses should take it into consideration that emotions, motivations and attitudes are important components of students' cognitive and social development.…”

Section: Discussionmentioning

confidence: 99%

Influence of web-aided cooperative learning environment on motivation and on self-efficacy belief in Biology teaching

Hevedanli¹

2015

Educ. Res. Rev.

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The purpose of this study is to investigate the influence of the web-aided cooperative learning environment on biology preservice teachers' motivation and on their self-efficacy beliefs in biology teaching. The study was carried out with 30 biology preservice teachers attending a state university in Turkey. In the study, the pretest-posttest research design without any control group was used. As the data collection tools, a motivation scale and a self-efficacy belief scale for biology teaching were used. The data collection tools were applied as pretest and posttest on group. During the analysis of the obtained data, paired simples t-test was used. The findings obtained demonstrated that the motivation levels of the biology preservice teachers trained in the Web-Aided Cooperative Learning Environment (WACLE) increased and that there was no significant difference regarding their self-efficacy beliefs in biology teaching. The results were discussed in the light of the literature, and related suggestions were put forward accordingly.

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The effects of computer-assisted material on students’ cognitive levels, misconceptions and attitudes towards science

Cited by 132 publications

References 30 publications

Educational Computer Software in the Function of Integrating and Individualization in Teaching of Mathematics and Knowledge of Nature

Educational Computer Software in the Function of Integrating and Individualization in Teaching of Mathematics and Knowledge of Nature

Pharmacists’ Perception of Synchronous Versus Asynchronous Distance Learning for Continuing Education Programs

Influence of web-aided cooperative learning environment on motivation and on self-efficacy belief in Biology teaching

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