The effects of virtual and computer based real laboratory applications on the attitude, motivation and graphic skills of University Students

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dc.contributor.authorSari U.
dc.contributor.authorPektaş H.M.
dc.contributor.authorÇelik H.
dc.contributor.authorKirindi T.
dc.date.accessioned2020-06-25T15:18:11Z
dc.date.available2020-06-25T15:18:11Z
dc.date.issued2019
dc.departmentKırıkkale Üniversitesi
dc.description.abstractIn 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.en_US
dc.description.sponsorship2011/078en_US
dc.description.sponsorshipThis study was supported as Scientific Research Project of Kırıkkale University, coded as 2011/078.en_US
dc.identifier.endpage17en_US
dc.identifier.issn22004270
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85064698630
dc.identifier.scopusqualityQ3
dc.identifier.startpage1en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12587/2653
dc.identifier.volume27en_US
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherInstitute for Innovation in Science and Mathematics Educationen_US
dc.relation.ispartofInternational Journal of Innovation in Science and Mathematics Education
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAttitudeen_US
dc.subjectComputer based laboratoryen_US
dc.subjectComputer simulationsen_US
dc.subjectGraphical skillsen_US
dc.subjectMotivationen_US
dc.subjectPhysics laboratoryen_US
dc.titleThe effects of virtual and computer based real laboratory applications on the attitude, motivation and graphic skills of University Studentsen_US
dc.typeArticle

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