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

Abstract

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.

The Effect of Virtual Laboratory Applications on 8th Grade Students' Achievement in Science Lesson

“…Another result determined as a result of the research is that virtual laboratory applications increase students' interest and motivation to science lesson. Studies in the literature show that similar to the results of this research, in learning environments organized with virtual laboratory applications, students are more interested, curious and excited in the learning process, and students have positive opinions against virtual laboratory applications (Arvind & Heard 2010;Bozkurt & Sarıkoç, 2008Ceylan & Seçken, 2019Duman & Avcı 2016;Mırçık & Saka, 2016;Aşıksoy & Islek, 2017;Sarı et al 2019).…”

Facilitating Computer-Supported Collaborative Learning with Question-Asking Scripting Activity and its Effects on Students’ Conceptual Understanding and Critical Thinking in Science

“…The positive effects of the integration of multimedia instructional material on learning, such as courseware, is guided by Paivo's dual coding theory wherein "learners store information received in their working memory as either verbal or visual (pictorial) mental representations" (Karacop & Doymus, 2013, p. 188); hence, making the coding of information more authentic and longterm. With this, students can better visualise concepts, reduce the abstractness of concepts, and be able to retain information (Efendioglu, 2012;Ercan et al, 2016;Sari et al, 2019;Yang et al, 2018). These existing literatures supported the findings of the study that integration of courseware in the CSCL approaches were able to foster the improvement of students' conceptual understanding in science.…”

“…P21 emphasises that the integration of technology is needed in order to promote an innovative learning environment, in which technology is regarded as one of the tools to develop 21st century learning skills (Lapinid, 2014;Partnership for 21st century learning, 2015). Indeed, the integration of technological tools as instructional material is fast becoming a key instrument in enhancing learning (Cheung, Slavin, Kim, & Lake, 2017;Sari, Pektas, Celik, & Kirindi, 2019;Shin, Kim, & Jung, 2018;Yang, Jen, Chang, & Yeh, 2018). When utilised appropriately, technology together with student-centred pedagogy could be a powerful instrument to enrich and deepen the skills and competencies of the students.…”

Maddenin Hal Değişimini İncelemek İçin Arduino Deneyi

“…Grafikler, birçok fen kavramı arasındaki ilişkileri ifade eden önemli araçlardır. Bu nedenle öğrencilerin fen kavramlarında değişkenler arasındaki ilişkileri anlama ve yorumlama becerisi doğrudan grafikleri anlama ve yorumlama derecesine bağlıdır (Demirci & Uyanık, 2009;Sari, Pektaş, Çelik & Kirindi, 2019). Öte yandan bazı araştırmalar öğrencilerin fen derslerinde grafik çizme, okuma ve anlama ile ilgili zorluklar yaşadığını işaret etmektedir (Tairab & Khalaf Al-Naqbi, 2004;Kranda & Akpınar, 2019;Yayla & Özsevgeç, 2015).…”