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The Role of Computer-Aided Instruction in Science Courses and the Relevant Misconceptions of Pre-Service Teachers
ARTICLE

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Journal of Education and Practice Volume 7, Number 28, ISSN 2222-1735

Abstract

This research aims to investigate the ways in which pre-service physics teachers interact with computers, which, as an indispensable means of today's technology, are of major value in education and training, and to identify any misconceptions said teachers may have about computer-aided instruction. As part of the study, computer-based physics course packages were designed by the researchers and computer-aided assignments were prepared by the pre-service physics teachers. At the end of the study, Physics Achievement Tests were administered to the sample pre-service teachers. The research study group included 50 pre-service physics teachers who were taking classes under the Physics Education Department of Kazim Karabekir Faculty of Education at Atatürk University during the 2015-2016 Fall semester. The research data were analysed using SPSS software packages. The study concluded that the computer-aided science courses were effective, and that pre-service physics teachers had misconceptions about computer-aided instruction.

Citation

Aksakalli, A., Turgut, U. & Salar, R. (2016). The Role of Computer-Aided Instruction in Science Courses and the Relevant Misconceptions of Pre-Service Teachers. Journal of Education and Practice, 7(28), 67-71. Retrieved October 16, 2019 from .

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