Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2017, Cilt: 8 Sayı: 4, 390 - 405, 18.10.2017

Öz

Kaynakça

  • Akilli, M., & Seven, S. (2014). The effects of 3d computer models to academic achievement and spatial ability: Atomic models. Turkish Journal of Education, 3(1), 11-23.
  • Arici, N. & Dalkilic, E. (2006). The contribution of animations to computer assisted education: an application sample. Kastamonu Education Journal, 14(2), 421-430.
  • Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686.
  • Ates, S., & Polat, M. (2005). The effects of learning cycle method on removing misconceptions related to electric circuits. Hacettepe University Journal of Education, 28, 39-47.
  • Bernhard, J. (2000). Do active engagement curricula give long-lived conceptual understanding? Physics Teacher Education Beyond, 749-752.
  • Baki, A., Kosa, T., & Guven, B. (2011). A comparative study of the effects of dynamic geometry software and physical manipulatives on pre-service mathematics teachers’ spatial visualization skills. British Journal of Educational Technology, 42(2), 291–310.
  • Bulbul, O. (2009). Simulations and animations effects in computer assisted instruction on academic success and retention when teaching of optic unit in physics (Unpublished master’s thesis). Cukurova University, Adana, Turkey.
  • Cakiroglu, U., Cebi, A., & Bezir, Ç. (2007). Design and implementation of an instructional software for teaching information technologies. Gaziosmanpasa University Journal of Social Sciences Research, 2, 86-97.
  • Caleon, I. & Subramaniam, R. (2010). Development and application of a three-tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939-961.
  • Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293-307.
  • Choi, H. & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. American Journal of Distance Education, 19(4), 215-227.
  • Choi, H. & Yang, M. (2011). The effect of problem-based video instruction on student satisfaction, empathy, and learning achievement in the Korean teacher education context. Higher Education, 5, 551-555.
  • Clark, R. E., & Choi, S. (2005). Five design principles for experiments on the effects of animated pedagogical agents. Journal of Educational Computing Research, 32(3), 209-225.
  • Crawford, K., Neve, L., Pearson, M., and Bridget, S. (1999, September) Creative tensions and disrupted routines: The impact of the Internet on primary children’s understanding of the world. Paper presented at the British Educational Research Association Annual Conference. University of Sussex, England.
  • Dalton, R. M. (2003). The development of students' mental models of chemical substances and processes at the molecular level. (Unpublished doctoral dissertation). Western Sydney University, Australia.
  • DeVellis, R.F. (2012). Scale development: Theory and applications. Los Angeles: Sage.
  • Dongsong, Z., Lina, Z., & Robert, O. B., Jay, F. Nunamaker, J. R. (2005). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43, 15-27.
  • Driver, R., Asoko, H., Leach, J., Mortimer, E., and Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12.
  • Driver, R., Leach, J., Miller, R., and Scott, P. (1996). Young people’s images of science. Buckingham, England: Open University Press.
  • Eryilmaz, A. & Surmeli, E. (2002). Identifying students’ misconception on heat and temperature through three-tier questions. Proceedings of the 5th National Conference on Science and Mathematics Education. Retrieved on 15 April 2017 from http://www.fedu.metu.edu.tr /ufbmek-5/b_kitabi/PDF/Fizik/Bildiri/t110d.pdf
  • Feiereisen, S., Wong, V., & Broderick, A. J. (2008). Analogies and mental simulations in learning for really new products: The role of visual attention. Journal of Product Innovation Management, 25(6), 593-607.
  • Gal-Ezer, J., & Zur, E. (2004). The efficiency of algorithms-misconceptions. Computers & Education, 42, 215-226.
  • Galloway, J. P. (1990). Misconceptions of computing concepts among preservice teachers. Journal of Research on Computing in Education, 22(4), 413-430.
  • Gurbuz, R. & Birgin, O. (2012). The effect of computer-assisted teaching on remedying misconceptions: The case of the subject “probability”. Computers & Education, 58(3), 931-941.
  • Hammond, M. & Rogers, P. (2007). An investigation of children’s conceptualisation of computers and how they work. Education and Information Technologies, 12(1), 3-15.
  • Hay, D. B. (2007). Using concept maps to measure deep, surface and non‐learning outcomes. Studies in Higher Education, 32(1), 39-57.
  • Huang, T. H., Liu, Y. C., & Shiu, C. Y. (2008). Construction of an online learning system for decimal numbers through the use of cognitive conflict strategy. Computers & Education, 50, 61-76.
  • Huk, T. Steinke, M., & Floto, C. (2003). Computer animations as learning objects: what is an efficient instructional design, and for whom? Proceedings of the IADIS International Conference www/Internet (pp. 1187-1190). Algarve, Portugal.
  • Kahraman, S. & Demir, Y. (2011). The effects of computer-based 3d instruction materials on misconceptions: Atomic structure and orbitals. Journal of Education Faculty, 13(1), 173-188.
  • Kayali, H. A., & Tarhan, I. (2004). Application of a guide material based on constructivism-active learning to remedy misconceptions on “Ionic bonding”. Hacettepe Unıversity Journal of Education, 27, 145-154.
  • Kizilcik, H. S. & Gunes, B. (2011). Developing three-tire misconception test about regular circular motıon. Hacettepe Unıversity Journal of Education, 41, 278-292.
  • Korakakis, G., Pavlatou, E. A., Palyvos, J. A., & Spyrellis, N. (2009). 3D visualization types in multimedia applications for science learning: A case study for 8th grade students in Greece. Computers & Education, 52(2), 390-401.
  • Kuru, I. & Gunes, B. (2005). Misconceptions of grade-10 students about force. Journal of Gazi Educational Faculty, 25(2), 1-17.
  • Lanie, A. D., Jayaratne, T. E., Sheldon, J. P., Kardia, S. L., Anderson, E. S., Feldbaum, M., & Petty, E. M. (2004). Exploring the public understanding of basic genetic concepts. Journal of Genetic Counseling, 13(4), 305-320.
  • Liu, T.C., Lin, Y.C., & Kinshuk (2010). The application of Simulation-Assisted Learning Statistics (SALS) for correcting misconception sand improving understanding of correlation. Journal of Computer Assisted Learning, 26, 143-158.
  • Mumtaz, S. (2002). Children’s conception of information communications technology. Education and Information Technologies, 7(2), 155-168.
  • Oliver, R. (1994). Information Technology Courses in Teacher Education: The Need for Integration. Journal of Information Technology for Teacher Education, 3(2), 135-146.
  • Papastergiou, M. (2005). Students’ mental models of the Internet and their didactical exploitation in informatics education. Education and Information Technologies, 10(4), 341–360.
  • Read, J., MacFarlane, S., & Casey, C. (2002). Requirements for the design of a handwriting recognition based writing environment for children. In S. Fincher, P. Markopoulos, D. Moore, & R. Ruddle (Eds.), Proceedings of the 8th international EARLI SIG Handwriting Conference (pp.81-87). London: Springer-Verlag.
  • Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346.
  • Robertson, G. G., Card, S. K., & Mackinlay, J. D. (1993). Information visualization using 3D interactive animation. Communications of the ACM, 36(4), 57-71.
  • Roussou, M. (2004). Learning by doing and learning through play: an exploration of interactivity in virtual environments for children. Computers in Entertainment (CIE), 2(1), 10-10.
  • Rucker, M. T. & Pinkwart, N. (2016). Review and discussion of children’s conceptions of computers. Journal of Science Education and Technology, 25(2), 274-283.
  • Sanger, M. J. & Greenbowe, T. J. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22(5), 521-537.
  • Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65.
  • Sykes, R. (2012). The impact on student learning outcomes of video when used as a primary teaching tool in the internet hybrid classroom (Unpublished doctoral dissertation). East Tennessee State University, Johnson City, TN, USA.
  • Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169.
  • Van Boxtel, C., Van der Linden, J., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction, 10(4), 311-330.
  • Velázquez-Marcano, A., Williamson, V. M., Ashkenazi, G., Tasker, R., & Williamson, K. C. (2004). The use of video demonstrations and particulate animation in general chemistry. Journal of Science Education and Technology, 13(3), 315-323.
  • Vural, O. & Zellner, R. (2010). Using concept mapping in video-based learning. University of Gaziantep Journal of Social Sciences, 9(3), 747-757.
  • Wu, C. F. & Chiang, M. C. (2012). Effectiveness of applying 2d static depictions and 3D Animations to orthographic views learning in graphical course. Computers & Education, 63, 28-42.
  • Xiao, L. (2013) Animation Trends in Education, International Journal of Information and Education Technology, 3(3), 286-289.
  • Yolcu, M. (2009). Comparison of computer adaptive individual video tutoring with whole class video lessons (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. In eLmL 2014, The Sixth International Conference on Mobile, Hybrid, and On-line Learning (pp. 112-119). Retrieved on 15 April 2017 from http://www.thinkmind.org/download.php?articleid= elml_2014_5_30_50050

Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units

Yıl 2017, Cilt: 8 Sayı: 4, 390 - 405, 18.10.2017

Öz

This article draws on a one-semester study to investigate the effect of videos and 3D animations on students’ conceptual understandings about basic computer units. A quasi- experimental design was carried out in two classrooms; videos and 3D animations were used in classroom activities in one group and those were used for homework in the other group. A three-phase concept test was used to determine the misconceptions, and clinical interviews were conducted to explain the improvements in conceptual understandings. The results indicated that using videos and 3D animations positively affected to remedy misconceptions and no significant difference was found among two groups in terms of conceptual change. Students’ perspectives reflected that the videos and 3D animations facilitated the conceptual understanding via concretization, pausing, slowing down, replaying, and enlarging features. Along with the study findings, some implications were included for the use of videos and 3D animations in conceptual learning studies.

Kaynakça

  • Akilli, M., & Seven, S. (2014). The effects of 3d computer models to academic achievement and spatial ability: Atomic models. Turkish Journal of Education, 3(1), 11-23.
  • Arici, N. & Dalkilic, E. (2006). The contribution of animations to computer assisted education: an application sample. Kastamonu Education Journal, 14(2), 421-430.
  • Arslan, H. O., Cigdemoglu, C., & Moseley, C. (2012). A three-tier diagnostic test to assess pre-service teachers’ misconceptions about global warming, greenhouse effect, ozone layer depletion, and acid rain. International Journal of Science Education, 34(11), 1667-1686.
  • Ates, S., & Polat, M. (2005). The effects of learning cycle method on removing misconceptions related to electric circuits. Hacettepe University Journal of Education, 28, 39-47.
  • Bernhard, J. (2000). Do active engagement curricula give long-lived conceptual understanding? Physics Teacher Education Beyond, 749-752.
  • Baki, A., Kosa, T., & Guven, B. (2011). A comparative study of the effects of dynamic geometry software and physical manipulatives on pre-service mathematics teachers’ spatial visualization skills. British Journal of Educational Technology, 42(2), 291–310.
  • Bulbul, O. (2009). Simulations and animations effects in computer assisted instruction on academic success and retention when teaching of optic unit in physics (Unpublished master’s thesis). Cukurova University, Adana, Turkey.
  • Cakiroglu, U., Cebi, A., & Bezir, Ç. (2007). Design and implementation of an instructional software for teaching information technologies. Gaziosmanpasa University Journal of Social Sciences Research, 2, 86-97.
  • Caleon, I. & Subramaniam, R. (2010). Development and application of a three-tier diagnostic test to assess secondary students’ understanding of waves. International Journal of Science Education, 32(7), 939-961.
  • Chandrasegaran, A. L., Treagust, D. F., & Mocerino, M. (2007). The development of a two-tier multiple-choice diagnostic instrument for evaluating secondary school students’ ability to describe and explain chemical reactions using multiple levels of representation. Chemistry Education Research and Practice, 8(3), 293-307.
  • Choi, H. & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. American Journal of Distance Education, 19(4), 215-227.
  • Choi, H. & Yang, M. (2011). The effect of problem-based video instruction on student satisfaction, empathy, and learning achievement in the Korean teacher education context. Higher Education, 5, 551-555.
  • Clark, R. E., & Choi, S. (2005). Five design principles for experiments on the effects of animated pedagogical agents. Journal of Educational Computing Research, 32(3), 209-225.
  • Crawford, K., Neve, L., Pearson, M., and Bridget, S. (1999, September) Creative tensions and disrupted routines: The impact of the Internet on primary children’s understanding of the world. Paper presented at the British Educational Research Association Annual Conference. University of Sussex, England.
  • Dalton, R. M. (2003). The development of students' mental models of chemical substances and processes at the molecular level. (Unpublished doctoral dissertation). Western Sydney University, Australia.
  • DeVellis, R.F. (2012). Scale development: Theory and applications. Los Angeles: Sage.
  • Dongsong, Z., Lina, Z., & Robert, O. B., Jay, F. Nunamaker, J. R. (2005). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43, 15-27.
  • Driver, R., Asoko, H., Leach, J., Mortimer, E., and Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12.
  • Driver, R., Leach, J., Miller, R., and Scott, P. (1996). Young people’s images of science. Buckingham, England: Open University Press.
  • Eryilmaz, A. & Surmeli, E. (2002). Identifying students’ misconception on heat and temperature through three-tier questions. Proceedings of the 5th National Conference on Science and Mathematics Education. Retrieved on 15 April 2017 from http://www.fedu.metu.edu.tr /ufbmek-5/b_kitabi/PDF/Fizik/Bildiri/t110d.pdf
  • Feiereisen, S., Wong, V., & Broderick, A. J. (2008). Analogies and mental simulations in learning for really new products: The role of visual attention. Journal of Product Innovation Management, 25(6), 593-607.
  • Gal-Ezer, J., & Zur, E. (2004). The efficiency of algorithms-misconceptions. Computers & Education, 42, 215-226.
  • Galloway, J. P. (1990). Misconceptions of computing concepts among preservice teachers. Journal of Research on Computing in Education, 22(4), 413-430.
  • Gurbuz, R. & Birgin, O. (2012). The effect of computer-assisted teaching on remedying misconceptions: The case of the subject “probability”. Computers & Education, 58(3), 931-941.
  • Hammond, M. & Rogers, P. (2007). An investigation of children’s conceptualisation of computers and how they work. Education and Information Technologies, 12(1), 3-15.
  • Hay, D. B. (2007). Using concept maps to measure deep, surface and non‐learning outcomes. Studies in Higher Education, 32(1), 39-57.
  • Huang, T. H., Liu, Y. C., & Shiu, C. Y. (2008). Construction of an online learning system for decimal numbers through the use of cognitive conflict strategy. Computers & Education, 50, 61-76.
  • Huk, T. Steinke, M., & Floto, C. (2003). Computer animations as learning objects: what is an efficient instructional design, and for whom? Proceedings of the IADIS International Conference www/Internet (pp. 1187-1190). Algarve, Portugal.
  • Kahraman, S. & Demir, Y. (2011). The effects of computer-based 3d instruction materials on misconceptions: Atomic structure and orbitals. Journal of Education Faculty, 13(1), 173-188.
  • Kayali, H. A., & Tarhan, I. (2004). Application of a guide material based on constructivism-active learning to remedy misconceptions on “Ionic bonding”. Hacettepe Unıversity Journal of Education, 27, 145-154.
  • Kizilcik, H. S. & Gunes, B. (2011). Developing three-tire misconception test about regular circular motıon. Hacettepe Unıversity Journal of Education, 41, 278-292.
  • Korakakis, G., Pavlatou, E. A., Palyvos, J. A., & Spyrellis, N. (2009). 3D visualization types in multimedia applications for science learning: A case study for 8th grade students in Greece. Computers & Education, 52(2), 390-401.
  • Kuru, I. & Gunes, B. (2005). Misconceptions of grade-10 students about force. Journal of Gazi Educational Faculty, 25(2), 1-17.
  • Lanie, A. D., Jayaratne, T. E., Sheldon, J. P., Kardia, S. L., Anderson, E. S., Feldbaum, M., & Petty, E. M. (2004). Exploring the public understanding of basic genetic concepts. Journal of Genetic Counseling, 13(4), 305-320.
  • Liu, T.C., Lin, Y.C., & Kinshuk (2010). The application of Simulation-Assisted Learning Statistics (SALS) for correcting misconception sand improving understanding of correlation. Journal of Computer Assisted Learning, 26, 143-158.
  • Mumtaz, S. (2002). Children’s conception of information communications technology. Education and Information Technologies, 7(2), 155-168.
  • Oliver, R. (1994). Information Technology Courses in Teacher Education: The Need for Integration. Journal of Information Technology for Teacher Education, 3(2), 135-146.
  • Papastergiou, M. (2005). Students’ mental models of the Internet and their didactical exploitation in informatics education. Education and Information Technologies, 10(4), 341–360.
  • Read, J., MacFarlane, S., & Casey, C. (2002). Requirements for the design of a handwriting recognition based writing environment for children. In S. Fincher, P. Markopoulos, D. Moore, & R. Ruddle (Eds.), Proceedings of the 8th international EARLI SIG Handwriting Conference (pp.81-87). London: Springer-Verlag.
  • Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93(2), 346.
  • Robertson, G. G., Card, S. K., & Mackinlay, J. D. (1993). Information visualization using 3D interactive animation. Communications of the ACM, 36(4), 57-71.
  • Roussou, M. (2004). Learning by doing and learning through play: an exploration of interactivity in virtual environments for children. Computers in Entertainment (CIE), 2(1), 10-10.
  • Rucker, M. T. & Pinkwart, N. (2016). Review and discussion of children’s conceptions of computers. Journal of Science Education and Technology, 25(2), 274-283.
  • Sanger, M. J. & Greenbowe, T. J. (2000). Addressing student misconceptions concerning electron flow in aqueous solutions with instruction including computer animations and conceptual change strategies. International Journal of Science Education, 22(5), 521-537.
  • Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65.
  • Sykes, R. (2012). The impact on student learning outcomes of video when used as a primary teaching tool in the internet hybrid classroom (Unpublished doctoral dissertation). East Tennessee State University, Johnson City, TN, USA.
  • Treagust, D. F. (1988). Development and use of diagnostic tests to evaluate students’ misconceptions in science. International Journal of Science Education, 10(2), 159-169.
  • Van Boxtel, C., Van der Linden, J., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction, 10(4), 311-330.
  • Velázquez-Marcano, A., Williamson, V. M., Ashkenazi, G., Tasker, R., & Williamson, K. C. (2004). The use of video demonstrations and particulate animation in general chemistry. Journal of Science Education and Technology, 13(3), 315-323.
  • Vural, O. & Zellner, R. (2010). Using concept mapping in video-based learning. University of Gaziantep Journal of Social Sciences, 9(3), 747-757.
  • Wu, C. F. & Chiang, M. C. (2012). Effectiveness of applying 2d static depictions and 3D Animations to orthographic views learning in graphical course. Computers & Education, 63, 28-42.
  • Xiao, L. (2013) Animation Trends in Education, International Journal of Information and Education Technology, 3(3), 286-289.
  • Yolcu, M. (2009). Comparison of computer adaptive individual video tutoring with whole class video lessons (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
  • Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). Video-based learning: A critical analysis of the research published in 2003-2013 and future visions. In eLmL 2014, The Sixth International Conference on Mobile, Hybrid, and On-line Learning (pp. 112-119). Retrieved on 15 April 2017 from http://www.thinkmind.org/download.php?articleid= elml_2014_5_30_50050
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Unal Cakiroglu

Huseyin Yilmaz Bu kişi benim

Yayımlanma Tarihi 18 Ekim 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 8 Sayı: 4

Kaynak Göster

APA Cakiroglu, U., & Yilmaz, H. (2017). Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units. Contemporary Educational Technology, 8(4), 390-405.
AMA Cakiroglu U, Yilmaz H. Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units. Contemporary Educational Technology. Ekim 2017;8(4):390-405.
Chicago Cakiroglu, Unal, ve Huseyin Yilmaz. “Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units”. Contemporary Educational Technology 8, sy. 4 (Ekim 2017): 390-405.
EndNote Cakiroglu U, Yilmaz H (01 Ekim 2017) Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units. Contemporary Educational Technology 8 4 390–405.
IEEE U. Cakiroglu ve H. Yilmaz, “Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units”, Contemporary Educational Technology, c. 8, sy. 4, ss. 390–405, 2017.
ISNAD Cakiroglu, Unal - Yilmaz, Huseyin. “Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units”. Contemporary Educational Technology 8/4 (Ekim 2017), 390-405.
JAMA Cakiroglu U, Yilmaz H. Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units. Contemporary Educational Technology. 2017;8:390–405.
MLA Cakiroglu, Unal ve Huseyin Yilmaz. “Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units”. Contemporary Educational Technology, c. 8, sy. 4, 2017, ss. 390-05.
Vancouver Cakiroglu U, Yilmaz H. Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units. Contemporary Educational Technology. 2017;8(4):390-405.