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    The effect of the computer-based analogy used in science teaching on learning outcomes
    (Ekip Buro Makineleri A., 2020) ÇelIk H.; Kirindi T.; Kotaman Y.A.
    The aim of this study is to examine the effects of computer-based analogy (CBA) used in science teaching in terms of the unit of Structure and Properties of Matter on seventh-grade students' academic success. The attitudes of students against science teaching lesson were also described in this study. This study was applied to 60 seventh-grade students from two different classes of the same teacher from a public school in Koprubasi/Trabzon. In the study, pre-test-post-test control group quasi-experimental research model was used. The remarks of the students were described by content analysis within the context of qualitative research method. During the research period, computer-based analogy method was applied to the experimental group; on the other hand, traditional teaching method was applied to the control group. In the study, quantitative data as data collection tool was collected through academic success test prepared by the researcher. On the other hand, qualitative data was collected through an interview form, including open-ended questions formed by consulting experts. The results of the study show that the computer-based analogy method is more effective than the present program applications in terms of students' academic success in science lessons and permanence of knowledge. The results of the qualitative data analysis show that the students had positive views related to the lesson made by the computer-based analogy method. © 2020 Ekip Buro Makineleri A.
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    The effects of STEM education on scientific process skills and STEM awareness in simulation based inquiry learning environment
    (Ekip Buro Makineleri A., 2020) Sari U.; Duygu E.; Şen O.F.; Kirindi T.
    In this study, the effects of STEM education in the simulation-based inquiry learning (SBIL) environment on the students' scientific process skills and STEM awareness were investigated. In addition, the use of simulations in STEM education was discussed by evaluating students' views on activities. Study group of the research consists of 39 students enrolled in science teaching undergraduate program at a university in Turkey. Results of the study showed that STEM education performed in the SBIL environment has a positive effect on the development of scientific process skills and STEM awareness. The students expressed a positive opinion on the STEM education that it provided the development of scientific process skills and increased their attitude and motivation towards the course. The students stated that the simulation program used in the STEM activities provided important advantages such as designing and developing engineering products, experiments and reducing errors. © 2020 Ekip Buro Makineleri A.
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    The effects of virtual and computer based real laboratory applications on the attitude, motivation and graphic skills of University Students
    (Institute for Innovation in Science and Mathematics Education, 2019) Sari U.; Pektaş H.M.; Çelik H.; Kirindi T.
    In recent years, experience of students in technology-equipped laboratories has been seen as an effective way to teach and learn physics. In this sense, experiments and demonstrations using computer based data collection systems and simulations that allow students to design their own virtual experiments in the physics laboratory come into prominence. In this study, the usage of computer based laboratory and virtual laboratory applications in the physics laboratory are discussed. In this context, the effects of computer based laboratory applications and virtual laboratory applications on students' graph drawing, understanding and interpretation skills, attitudes towards the physics laboratory and motivation for learning science were investigated. Sixty university students participated in the pre-test post-test semi-experimental design study. While the control group carried out experiments on the laws of motion with computer based laboratory, the experimental group performed the same experiments with virtual laboratory applications. The data of the study were collected through attitude scale, motivation scale and graph drawing, understanding and interpretation test. Independent sample t-tests were used in the analysis of the data. The findings show that computer based laboratory practices are more effective in the development of students' ability to draw, understand and interpret graphics than virtual laboratory applications. It has been determined that both computer based laboratory and virtual laboratory applications have a positive effect on students' attitudes and motivations. Also, computer based laboratory applications were found to be more effective in increasing students' motivation levels for communication, collaborative work, and participation than virtual laboratory applications. The findings of the study suggest that computer based laboratory applications in physics laboratories are more effective than virtual laboratory applications. © 2019 Institute for Innovation in Science and Mathematics Education.