Effects of Computer-Assisted Instruction with Conceptual Change Texts on Removing the Misconceptions of Radioactivity

Authors : Ahmet YUMUŞAK, İsmail MARAŞ, Mehmet ŞAHİN

Pages : 23-50

View : 15 | Download : 8

Publication Date : 2015-12-06

Article Type : Research Paper

Abstract :Training young scientists, enabling conceptual understanding in science education is quite important. Misconception is one of the important indications for whether the concepts are understood or not. The most important educational tools to remove misconceptions are conceptual change texts. In addition, one of the important methods to remove misconceptions is computer-assisted instruction. The goal of this study is to research the effects of the use of computer-assisted instruction insert ignore into journalissuearticles values(CAI);, conceptual change texts insert ignore into journalissuearticles values(CCT);, computer-assisted instruction with conceptual change texts insert ignore into journalissuearticles values(CAI+CCT);, and use of traditional teaching method insert ignore into journalissuearticles values(TTM); on removing the misconceptions of science teacher candidates on the subject of radioactivity. Research sample was made of totally 92 students studying at four different groups of senior students in Celal Bayar University, Faculty of Education, Department of Science Education in 2011-2012 academic year. A different teaching method was used in each group. Experimental groups were randomly determined; in the first experimental group, computer-assisted instruction was used insert ignore into journalissuearticles values(23 students);; in the second experimental group, conceptual change texts were used insert ignore into journalissuearticles values(23 students);; in the third experimental group, computer-assisted instruction with conceptual change texts were used insert ignore into journalissuearticles values(23 students);; and the fourth group, on which traditional education method was used, was called control group insert ignore into journalissuearticles values(23 students);. Two-tier misconception diagnostic instrument, which was developed by the researcher, was used as data collection tool of the research. “Nonequivalent Control Groups Experimental Design” was used in this research in order to determine the efficiency of different teaching methods. Obtained data were analyzed by using SPSS 21.0. As a result of the research, it was determined that methods used on experimental groups were more successful than traditional teaching method practiced on control group in terms of removing misconceptions on radioactivity.
Keywords : computer assisted instruction, conceptual change texts, physics education, misconceptions, radioactivity, two tier misconception diagnostic instrument