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

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dc.contributor.authorKocakaya, Serhat
dc.contributor.authorGonen, Selahattin
dc.date.accessioned2024-04-24T17:47:34Z
dc.date.available2024-04-24T17:47:34Z
dc.date.issued2010
dc.departmentDicle Üniversitesien_US
dc.description.abstractThe 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).en_US
dc.identifier.endpage224en_US
dc.identifier.issn1302-6488
dc.identifier.issue3en_US
dc.identifier.startpage206en_US
dc.identifier.urihttps://hdl.handle.net/11468/22603
dc.identifier.volume11en_US
dc.identifier.wosWOS:000439501100015
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.language.isoenen_US
dc.publisherAnadolu Univen_US
dc.relation.ispartofTurkish Online Journal of Distance Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEvaluation Methodologiesen_US
dc.subjectImproving Classroom Teachingen_US
dc.subjectInteractive Learning Environmentsen_US
dc.subjectSimulationsen_US
dc.subjectTeaching/Learning Strategiesen_US
dc.titleTHE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION DESIGNED ACCORDING TO 7E MODEL OF CONSTRUCTIVIST LEARNING ON PHYSICS STUDENT TEACHERS' ACHIEVEMENT, CONCEPT LEARNING, SELF-EFFICACY PERCEPTIONS AND ATTITUDESen_US
dc.titleTHE 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
dc.typeArticleen_US

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