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Öğe 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(2010) Kocakaya S.; Gonen S.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).Öğe The new method of problem solving in physics education by using scorm-compliant content package(2008) Gonen S.; Basaran B.In this article, two basic purposes are presented. First, taking effective feedbacks in the electronic learning environment about the learning level of students at the problem solving which are told in physics lessons and laboratories. Second, providing a possibility for students to repeat the subjects and solved problems by watching and listening, which are told in lessons and laboratories, whenever or wherever they want. For this purpose, in the first step, the problems solved in classroom and laboratories about physics and subject expressions are transferred to digital environment and e-learning materials are developed. In the second step, these materials are converted to standard SCORM (Sharable Content Object Reference Model) package and integrated to Course Management System (CMS).Öğe A physics lesson designed according to 7E model with the help of instructional technology (Lesson Plan)(2010) Gonen S.; Kocakaya S.Students enter the classrooms with a preexisting knowledge of science concepts. These science concepts sometimes show inconsistency with the accepted ones by the scientists and called as misconceptions. Studies applied science field have to get possession of abilities that not only detect these misconceptions also help to solve these problems. Hence, instructional methods that correct students' misconceptions become important. In this sense, a material related to the physics course is designed according to 7E model with the help of instructional technology.Öğe Science student teachers' preferences for ways of learning: Differences and similarities(2011) Efe R.; Gonen S.; Maskan A.K.; Hevedanli M.Knowing an individual's learning style is considered important because it can help educators to prepare and develop learning environments in which the individual can enhance his/her learning. In this study, Biology, Physics, Chemistry and Primary science student teachers' learning styles were investigated. The participants were 387 student teachers in a teacher education course during the 2009/2010 academic year at Dicle University in Turkey. The questionnaire developed by Honey and Mumford (1992) was used as the data collection instrument. The data was analysed through SPSS 15.0 version by using t- test, correlations and ANOVA. The analysis of the data revealed that the majority of the participant student teachers strongly preferred learning styles described in the reflector, theorist and pragmatist sub-dimensions. The study found statistically significant differences among subject groups (Biology, Physics, Chemistry and Primary science) only in the pragmatist sub-dimension. Gender differences were found in the reflector and theorist sub- dimensions. Learning styles should be included in teacher education programmes in order to help student teachers to gain a better understanding of different learning preferences displayed by pupils. © 2011 Academic Journals.
