Effects of the Physical Laboratory versus the Virtual Laboratory in Teaching Simple Electric Circuits on Conceptual Achievement and Attitudes Towards the Subject

Autor/inn/en	Tekbiyik, Ahmet; Ercan, Orhan
Titel	Effects of the Physical Laboratory versus the Virtual Laboratory in Teaching Simple Electric Circuits on Conceptual Achievement and Attitudes Towards the Subject
Quelle	In: International Journal of Progressive Education, 11 (2015) 3, S.77-89 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Science Laboratories; Energy; Student Attitudes; Laboratory Equipment; Technology Uses in Education; Computer Simulation; Hands on Science; Web Based Instruction; Quasiexperimental Design; Pretests Posttests; Science Tests; Scientific Concepts; Concept Formation; Teaching Methods; Elementary School Science; Foreign Countries; Computer Software; Comparative Analysis; Grade 5; Turkey + Suchen Sie Ihr Suchwort? Energie; Schülerverhalten; Laborausstattung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computergrafik; Computersimulation; Web Based Training; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Türkei
Abstract	Current study examined the effects of virtual and physical laboratory practices on students' conceptual achievement in the subject of electricity and their attitudes towards simple electric circuits. Two groups (virtual and physical) selected through simple random sampling was taught with web-aided material called "Electricity in Our Lives". Quasi experimental research design was used in the study and "Simple Electric Circuits Achievement Test" composed of three dimensions (CCAB, FCC and RCE) and "Attitude Scale for Simple Electric Circuits" composed of five dimensions were given to the groups are pre and posttests. It was identified that conceptual achievement significantly differed in the CCAB and RCE dimensions of the virtual laboratory implementations on the basis of total scores compared to the physical group whereas no meaningful differences were detected in the FCC dimension. It was also found that virtual laboratory implementations did not generate differences in student attitudes towards simple electric circuits. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01