The Effectiveness of Computer
Supported Versus Real Laboratory
Inquiry Learning Environments on
the Understanding of Direct
Current Electricity among
Pre-Service Elementary School
Teachers

Mustafa Başer; Soner Durmuş

doi:10.12973/ejmste/75227

The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers

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Mustafa Başer ¹ ^* , Soner Durmuş ²

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¹ University of Mustafa Kemal, Antakya, TURKIYE² University of Abant Izzet Baysal, Bolu, TURKIYE^* Corresponding Author

Abstract

The purpose of this study was to compare the changes in conceptual understanding of Direct Current Electricity (DCE) in virtual (VLE) and real laboratory environment (RLE) among pre-service elementary school teachers. A pre- and post- test experimental design was used with two different groups. One of the groups was randomly assigned to VLE (n = 42) and the other to RLE (n = 38). Participants in the VLE group used computer simulations to perform the given tasks, whereas those in the RLE group used real laboratory apparatus. Before the treatment, all the students administered the Direct Electric Circuits Concepts Test (DIRECT). Pre-test analyses show that there was no significant difference between the two groups in terms of understanding DCE. After completing three week physics by inquiry based treatment, the DIRECT was readministered as a post-test. Results showed that both groups showed the same effects on acquisition of scientific concepts.

Keywords

CAL systems
virtual laboratory
inquiry learning
pre-service teachers

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2010, Volume 6, Issue 1, 47-61

https://doi.org/10.12973/ejmste/75227

Publication date: 21 Jun 2010

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Article Downloads: 1863

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How to cite this article

APA

Başer, M., & Durmuş, S. (2010). The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 47-61. https://doi.org/10.12973/ejmste/75227

Vancouver

Başer M, Durmuş S. The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers. EURASIA J Math Sci Tech Ed. 2010;6(1):47-61. https://doi.org/10.12973/ejmste/75227

AMA

Başer M, Durmuş S. The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers. EURASIA J Math Sci Tech Ed. 2010;6(1), 47-61. https://doi.org/10.12973/ejmste/75227

Chicago

Başer, Mustafa, and Soner Durmuş. "The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers". Eurasia Journal of Mathematics, Science and Technology Education 2010 6 no. 1 (2010): 47-61. https://doi.org/10.12973/ejmste/75227

Harvard

Başer, M., and Durmuş, S. (2010). The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), pp. 47-61. https://doi.org/10.12973/ejmste/75227

MLA

Başer, Mustafa et al. "The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers". Eurasia Journal of Mathematics, Science and Technology Education, vol. 6, no. 1, 2010, pp. 47-61. https://doi.org/10.12973/ejmste/75227