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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.
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    Öğe
    Evaluating and developing physics teaching material with Algodoo in virtual environment: Archimedes' principle
    (Institute for Innovation in Science and Mathematics Education, 2015) Çelik H.; Sari U.; Harwanto U.N.
    This study examines pre-service physics teachers' perception on computer-based learning (CBL) experiences through a virtual physics program. An Algodoo program and smart board was used in this study in order to realize the virtual environment. We took one specific physics topic for the 10th grade according to the physics curriculum in Turkey. Archimedes' principle is one of the most important and fundamental concepts needed in the study of fluid mechanics. We decided to design a simple virtual simulation in Algodoo in order to explain the Archimedes' principle easier and enjoyable. Asmart board was used in order to make virtual demonstration in front the students without any real experiment. There were 37 participants in this study who are studying pedagogical proficiency at Kirikkale University, Faculty of Education in Turkey. A case study method was used and the data was collected by the researchers. The questionnaire consists of 28 items and 2 open-ended questions that had been developed by Akbulut, Akdeniz and Dinçer (2008). The questionnaire was used to find out the teachers' perceptions toward Algodoo for explaining the Archimedes' principles. The result of this research recommends that using the simulation program in physics teaching has a positive impact and can improve the students' understanding.