Literaturnachweis - Detailanzeige
| Autor/inn/en | Ozkan, Gulbin; Selcuk, Gamze Sezgin |
|---|---|
| Titel | Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force |
| Quelle | In: Universal Journal of Educational Research, 3 (2015) 12, S.981-988 (8 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2332-3205 |
| Schlagwörter | Educational Technology; Technology Uses in Education; Elementary School Students; Physics; Scientific Concepts; Pretests Posttests; Quasiexperimental Design; Control Groups; Experimental Groups; Comparative Analysis; Concept Formation; Foreign Countries; Science Instruction; Misconceptions; Questionnaires; Turkey |
| Abstract | In this study, the effect of technology enhanced conceptual change texts on elementary school students' understanding of buoyant force was investigated. The conceptual change texts (written forms) used in this study are proven for effectiveness and are enriched by using technology support in this study. These texts were tried out on two groups. A pre-test/post-test quasi-experimental design and one control group (n = 20) and one experimental group (n = 20) were used. Experimental group were given the technology enhanced conceptual change texts, whereas the control group was taught in the traditional instruction. Data were collected five open-ended questions concerning buoyancy. When the results of the study were examined as to the conceptual understanding attained in the two groups, it was found that experimental group's conceptual understanding was higher than that of traditional instruction group. It is believed that these texts about "buoyant force," an often misunderstood subject in science education, are very useful class materials that can enable students to learn meaningfully. (As Provided). |
| Anmerkungen | Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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