A PHYSICS LESSON DESIGNED II …… CONTINUED Volume: 11 Number: 1 THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION DESIGNED ACCORDING TO 7E MODEL OF CONSTRUCTIVIST LEARNING ON  PHYSICS STUDENT TEACHERS’ ACHIEVEMENT, CONCEPT LEARNING SELF-EFFICACY PERCEPTIONS AND ATTITUDES

dc.creator	Serhat KOCAKAYA
dc.creator	Selahattin GONEN
dc.date	2010-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:25:09Z
dc.date.available	2015-07-20T22:25:09Z
dc.identifier	1302-6488
dc.identifier	https://doaj.org/article/b3eb789a6db944df86f0eec543240a08
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21348
dc.description	The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to ‘‘electrostatic’’ topic on physics student teachers’ cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006–2007 academic year and was carried out in three different classes taught by the same teacher, in which there were 79 2nd, 3rd and 4th grade university students, in central city of Diyarbakır in Turkey. An experimental research design including the electrostatic achievement test (EAT), the electrostatic concept test (ECT), physics attitude scale (PAS) and self-efficacy perception scale (SEPS) was applied at the beginning and at the end of the research as pre-test and post-test. After the treatment, general achievement in EAT increased (P<0.05), but not all of subgroup. Difference between pre-test and post-test both knowledge and application levels of cognitive domain was found significant (P<0.05), but not in comprehension level. This result showed that using CAI7E in teaching electrostatic topic was very effective for physics student teachers already learned this topic in several physics course to reach knowledge and application levels of cognitive domain. Analysis of electrostatic concept test (ECT); CAI7E changed students’ misconceptions related to electrostatic and electric field positively (P<0.05) and additionally change was found in SEPS (P<0.05). It was also found out that there was no change about students’ attitudes towards physics (P>0.05).
dc.language	English
dc.publisher	Anadolu University, Eskisehir
dc.relation	http://tojde.anadolu.edu.tr/tojde39/pdf/article_12.pdf
dc.relation	https://doaj.org/toc/1302-6488
dc.source	The Turkish Online Journal of Distance Education, Vol 11, Iss 3, Pp 206-224 (2010)
dc.subject	evaluation methodologies
dc.subject	improving classroom teaching
dc.subject	interactive learning environments
dc.subject	simulations
dc.subject	teaching/learning strategies.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	A PHYSICS LESSON DESIGNED II …… CONTINUED Volume: 11 Number: 1 THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION DESIGNED ACCORDING TO 7E MODEL OF CONSTRUCTIVIST LEARNING ON PHYSICS STUDENT TEACHERS’ ACHIEVEMENT, CONCEPT LEARNING SELF-EFFICACY PERCEPTIONS AND ATTITUDES
dc.type	article