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    Education Faculty Students' Levels of Satisfaction with E-Learning Process
    (Acad Publisher House Researcher, 2017) Yalman, Murat; Basaran, Bulent; Gonen, Selahattin
    Also, e-learning environments, which integrate technology into education, have now become widespread and popular. Examining how students use this education management system is fairly important for the success of this system, and any possible results to be obtained are significant. For this purpose, the present study was conducted with 348 students attending an education faculty. In the study, the courses of 'Introduction to Computer' found in their curriculum were taught to the students for two academic terms with the e-learning management system. At the end of the academic year, a questionnaire was applied to the future pre-service teachers to determine their levels of satisfaction with e-learning. The results revealed no significant difference in the preservice teachers' levels of satisfaction with e-learning in terms of their gender, their education program and their department. In addition, it was revealed out that there was a significant difference at the significance level of p<.05 between their levels of satisfaction with e-learning and their levels of knowledge of Internet technologies It was found out that the students' mean score regarding their satisfaction with e-learning was calculated as <(X)over bar>=3.80, which referred to I don't agree. The students thought that teaching a course with this method is important for learning new education management systems, and the students who were introduced to technology during their university education, reported that this education should be given following their university education.
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    THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION DESIGNED ACCORDING TO 7E MODEL OF CONSTRUCTIVIST LEARNING ON PHYSICS STUDENT TEACHERS' ACHIEVEMENT, CONCEPT LEARNING, SELF-EFFICACY PERCEPTIONS AND ATTITUDES
    (Anadolu Univ, 2010) Kocakaya, Serhat; Gonen, Selahattin
    The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to electrostatic topic on physics student teachers' cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006-2007 academic year and was carried out in three different classes taught by the same teacher, in which there were 79 2nd, 3rd and 4th grade university students, in central city of Diyarbakir in Turkey. An experimental research design including the electrostatic achievement test (EAT), the electrostatic concept test (ECT), physics attitude scale (PAS) and self-efficacy perception scale (SEPS) was applied at the beginning and at the end of the research as pre-test and post-test. After the treatment, general achievement in EAT increased (P<0.05), but not all of subgroup. Difference between pre-test and post-test both knowledge and application levels of cognitive domain was found significant (P<0.05), but not in comprehension level. This result showed that using CAI7E in teaching electrostatic topic was very effective for physics student teachers already learned this topic in several physics course to reach knowledge and application levels of cognitive domain. Analysis of electrostatic concept test (ECT); CAI7E changed students' misconceptions related to electrostatic and electric field positively (P<0.05) and additionally change was found in SEPS (P<0.05). It was also found out that there was no change about students' attitudes towards physics (P>0.05).
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    Effects of Multimedia Videos Designed for Computer Package Software Training on Learning
    (Sciencepark Sci, Organization & Counseling Ltd, 2017) Yalman, Murat; Basaran, Bulent; Gonen, Selahattin
    Use of videos as multimedia materials in class and integration of these materials into education increase the quality of education. This study was conducted with 219 students attending the departments of Elementary School Teaching and PreSchool Teaching at Education Faculty in the academic year of 2011-2012. In order to determine their level of background knowledge, the students were given an achievement pre-test regarding educational subjects. The test questions prepared by the Ministry of Education and private courses given by companies like European Computer Driving License (ECDL) and Microsoft were used to determine the students' levels of knowledge about the package software regarding which training would be given. The results of the study revealed that the courses given using multimedia videos were more successful than those given based on traditional methods.
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    A Study on Student Teachers' Misconceptions and Scientifically Acceptable Conceptions About Mass and Gravity
    (Springer, 2008) Gonen, Selahattin
    The aims of this study were considered under three headings. The first was to elicit misconception that science and physics student teachers (pre-service teachers) had about the terms, inertial mass'', gravitational mass'', gravity'', gravitational force'' and weight''. The second was to understand how prior learning affected their misconceptions, and whether teachers' misconceptions affected their students' learning. The third was to determine the differences between science and physics student teachers' understanding levels related to mass and gravity, and between their logical thinking ability levels and their attitudes toward physics lessons. A total of 267 science and physics student teachers participated in the study. Data collection instruments included the physics concept test, the logical thinking ability test and physics attitude scale. All instruments were administered to the participants at the end of the 3rd semester of their university years. The physics test consisting of paper and pencil test involving 16 questions was designed, but only four questions were related to mass and gravity; the second test consisted of 10 questions with two stages. The third test however, consisted of 15 likert type items. As a result of the analysis undertaken, it was found that student teachers had serious misconceptions about inertia, gravity, gravitational acceleration, gravitational force and weight concepts. The results also revealed that student teachers generally had positive attitudes toward physics lessons, and their logical thinking level was fairly good.