Graphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environment

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dc.contributor.authorÇelik, Harun
dc.contributor.authorPektaş, Hüseyin Miraç
dc.date.accessioned2020-06-25T18:23:48Z
dc.date.available2020-06-25T18:23:48Z
dc.date.issued2017
dc.departmentKırıkkale Üniversitesi
dc.descriptionCelik, Harun/0000-0002-3096-8624
dc.description.abstractA one-group quasi-experimental design and survey methodology were used to investigate the effect of virtual laboratory practices on preservice teachers' (N = 29) graphic comprehension and interpretation skills with different learning approaches. Pretest and posttest data were collected with the Test of Understanding Kinematic Graphs. The Learning Approaches Scale was administered to the preservice science teachers to determine if they used an in-depth, superficial, or strategic approach. These data were analyzed using non-parametric statistics. The effect of virtual laboratory practices on these preservice teachers' graphic comprehension and interpretation skills was evaluated, and a significant pretest-posttest gain for "Selecting the graphic related to the explanation of movement" was found. Suggestions are made to address the effects of teaching models and technology-integrated learning environments on students' learning approach in science courses at different levels of education.en_US
dc.description.sponsorshipKirikkale University Scientific Research Projects Coordination UnitKirikkale University [2012/119]en_US
dc.description.sponsorshipThis study is supported by 2012/119 no. Kirikkale University Scientific Research Projects Coordination Unit. We would like to express appreciation to Professor Larry Yore and Shari Yore for their mentoring assistance in this article.en_US
dc.identifier.citationclosedAccessen_US
dc.identifier.doi10.1007/s10763-015-9667-9
dc.identifier.endpage17en_US
dc.identifier.issn1571-0068
dc.identifier.issn1573-1774
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-84938613509
dc.identifier.scopusqualityQ1
dc.identifier.startpage1en_US
dc.identifier.urihttps://doi.org/10.1007/s10763-015-9667-9
dc.identifier.urihttps://hdl.handle.net/20.500.12587/7190
dc.identifier.volume15en_US
dc.identifier.wosWOS:000390015800001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringeren_US
dc.relation.ispartofInternational Journal Of Science And Mathematics Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectGraphic comprehension skillen_US
dc.subjectKinematicen_US
dc.subjectLearning approachesen_US
dc.subjectSimulationen_US
dc.titleGraphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environmenten_US
dc.typeArticle

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