tc balıkesir üniversitesi fen bilimleri enstitüsü ortaöğretim fen ve
tc balıkesir üniversitesi fen bilimleri enstitüsü ortaöğretim fen ve
tc balıkesir üniversitesi fen bilimleri enstitüsü ortaöğretim fen ve
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ABSTRACT<br />
THE EFFECT OF TEACHING MAGNETISM UNIT WITH COMPUTER-<br />
AIDED AND EXPERIMENT-AIDED ACTIVITIES ON 11TH GRADE<br />
STUDENTS’ SELF-EFFICACY, METACOGNITION, ATTITUDE,<br />
MOTIVATION AND CONCEPTUAL UNDERSTANDING<br />
MSC THESIS<br />
MUSTAFA ÇORAMIK<br />
BALIKESIR UNIVERSITY INSTITUTE OF SCIENCE<br />
SECONDARY SCIENCE AND MATHEMATICS EDUCATION<br />
PHYSICS EDUCATION<br />
(SUPERVISOR: ASSOC. PROF. DR. M. SABRİ KOCAKÜLAH )<br />
BALIKESİR, JUNE 2012<br />
Magnetism unit which takes place in 11th grade physics curriculum that is<br />
restructured within the scope of contructivist theory, is described as complex and<br />
hard by students. In today’s life-based education theories, learning disabilities are<br />
tried to be eliminated by using different methods and techniques and also many<br />
studies are carried out about how the students can learn more lastingly and<br />
effecti<strong>ve</strong>ly. Among these methods, experiment-aided activities and computeraided<br />
activities can also be used in learning environment.<br />
The aim of this study is to determine the effects of teaching methods<br />
applied by using experiment-aided activities and computer-aided activities on the<br />
students’ academic successes, attitudes to physics course, le<strong>ve</strong>ls of self-efficacy<br />
and metacognition, academic motivation and le<strong>ve</strong>ls of conceptual comprehension.<br />
Another aim of this study is to compare the effects of these methods with each<br />
other from the point of those variables. The sample of the research consists of 41<br />
ele<strong>ve</strong>nth grade students who study at an anatolian high school in the city centre of<br />
Balıkesir. Data collection tools are physics readiness test, physics attitude scale,<br />
academic motivation scale, self-efficacy and metacogniti<strong>ve</strong> learning scale, and<br />
magnetism unit concept test.<br />
Through the data collected by this research, it is emerged that the le<strong>ve</strong>ls of<br />
attitudes to physics course, academic motivation, self-efficacy and metacognition<br />
of the student group who are instructed with computer-aided activities are not<br />
changed. Additionaly, the academic successes of these students at magnetism unit<br />
are raised and their conceptual comprehension le<strong>ve</strong>ls are impro<strong>ve</strong>d. For the other<br />
student group who used experiment-aided activities, it is stated that the students’<br />
attitudes to physics course, their academic motivation, self-efficacy,<br />
metacognition le<strong>ve</strong>ls, academic successes and le<strong>ve</strong>ls of conceptual comprehension<br />
are impro<strong>ve</strong>d. When these two groups are compared, it is seen that the student<br />
point a<strong>ve</strong>rages of the group who experienced experiment-aided teaching are<br />
higher than the a<strong>ve</strong>rages of the group who experienced computer-aided teaching.<br />
KEYWORDS: magnetism, computer aided teaching, experiment aided teaching,<br />
physics education, attitude, self-efficacy and metacognition, motivation.<br />
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