Koray Kartal Tuğba Kartal

Authors

Zeynep Reyhan Onay  ¹ , Tuğba Şismanlar Eyüboğlu  ¹ , Ayşe Tana Aslan  ¹ , Tuğba Ramaslı Gürsoy  ¹ , Ebru Yalçın  ² , Nural Kiper  ² , Nagehan Emiralioğlu  ² , Hadice Selimoğlu Şen  ³ , Velat Şen  ⁴ , Gökçen Ünal  ⁵ , Aslı İmran Yılmaz  ⁵ , Ayşe Ayzıt Kılınç  ⁶ , Haluk Çokuğraş  ⁶ , Azer Kılıç Başkan  ⁶ , Hakan Yazan  ⁷ , Abdulhamit Çollak  ⁷ , Selçuk Uzuner  ⁷ , Ayşe Şenay Şasihüseyinoğlu  ⁸ , Dilek Özcan  ⁸ , Derya Ufuk Altıntaş  ⁸ , Gökçen Kartal Öztürk  ⁹ , Esen Demir  ⁹ , Ayşen Bingöl  ¹⁰ , Erdem Başaran  ¹⁰ , Şükrü Çekiç  ¹¹ , Nihat Sapan  ¹¹ , İlim Irmak  ¹² , Ebru Damadoğlu  ¹² , Gökçen Dilşa Tuğcu  ¹³ , Sanem Eryılmaz Polat  ¹³ , Ali Özdemir  ¹⁴ , Koray Harmancı  ¹⁵ , Gonca Kılıç  ¹⁵ , Melih Hangül  ¹⁶ , Mehmet Köse  ¹⁶ , Zeynep Tamay  ¹⁷ , Hasan Yüksel  ¹⁸ , Gizem Özcan  ¹⁹ , Erdem Topal  ²⁰ , Demet Can  ²¹ , Pervin Korkmaz  ²² , Gönül Çaltepe  ²³ , Mehmet Kılıç  ²⁴ , Şebnem Özdoğan  ²⁵ , Erkan Çakır  ⁷ , Nazan Çobanoğlu  ¹⁹ , Sevgi Pekcan  ⁵ , Güzin Cinel  ¹³ , Uğur Özçelik  ² , Deniz Doğru  ²

Affiliations

• ¹ Department of Pediatric Pulmonology, Gazi University Faculty of Medicine, Ankara.
• ² Department of Pediatric Pulmonology, Hacettepe University Faculty of Medicine, Ankara.
• ³ Department of Pulmonology, Dicle University Faculty of Medicine, Diyarbakır.
• ⁴ Department of Pediatric Pulmonology, Dicle University Faculty of Medicine, Diyarbakır.
• ⁵ Department of Pediatric Pulmonology, Necmettin Erbakan University Meram Faculty of Medicine, Konya.
• ⁶ Department of Pediatric Pulmonology, İstanbul University Cerrahpaşa, Cerrahpaşa Faculty of Medicine, İstanbul
• ⁷ Department of Pediatric Pulmonology, Bezmialem Vakıf University Faculty of Medicine, İstanbul.
• ⁸ Department of Pediatric Allergy and Immunology, Çukurova University Faculty of Medicine, Adana.
• ⁹ Department of Pediatric Pulmonology, Ege University Faculty of Medicine, İzmir.
• ¹⁰ Department of Pediatric Pulmonology, Akdeniz University Faculty of Medicine, Antalya.
• ¹¹ Department of Pediatric Allergy and Immunology, Bursa Uludağ University Faculty of Medicine, Bursa.
• ¹² Department of Chest Diseases, Hacettepe University Faculty of Medicine, Ankara.
• ¹³ Department of Pediatric Pulmonology, Ankara City Hospital, Ankara.
• ¹⁴ Division of Pediatric Pulmonology, Mersin City Training and Research Hospital, Mersin.
• ¹⁵ Department of Pediatric Allergy and Immunology, Eskişehir Osmangazi University Faculty of Medicine, Eskişehir.
• ¹⁶ Department of Pediatric Pulmonology, Erciyes University Faculty of Medicine, Kayseri.
• ¹⁷ Department of Pediatric Allergy and Immunology, İstanbul University Faculty of Medicine, İstanbul.
• ¹⁸ Department of Pediatric Allergy and Immunology, Celal Bayar University Faculty of Medicine, Manisa.
• ¹⁹ Department of Pediatric Pulmonology, Ankara University Faculty of Medicine, Ankara.
• ²⁰ Department of Pediatric Allergy and Immunology, İnönü University Faculty of Medicine, Malatya.
• ²¹ Department of Pediatric Pulmonology, Balıkesir University Faculty of Medicine, Balıkesir.
• ²² Department of Chest Diseases, Ege University Faculty of Medicine, İzmir.
• ²³ Department of Pediatric Gastroenterology, Hepatology and Nutrition, Ondokuz Mayıs University Faculty of Medicine, Samsun.
• ²⁴ Department of Pediatric Allergy and Immunology, Fırat University Faculty of Medicine, Elazığ.
• ²⁵ Department of Pediatric Pulmonology, Şişli Hamidiye Etfal Research and Training Hospital, İstanbul, Türkiye.

Akdeniz Eğitim Araştırmaları Dergisi, Sayı 14a, Yıl , s Mediterranean Journal of Educational Research, Issue 14a, Year , pp. The Effect of the Computer-Aided 7e Teaching Model on Students’ Science Process Skills Harun ÇELİK∗, Gamze ÖZBEK∗, Tuğba KARTAL∗ Abstract: One of the courses that enable individuals to get to know the nature and to use scientific and technological elements in daily life, science and technology is mainly taught through learning cycle models. Since computer-aided instruction is becoming more and more important in the country, in parallel with the educational systems of world countries, and information-communication technologies should be integrated into courses, researchers in Turkey have been motivated to supplement learning cycle models with computers. Accordingly, the purpose of this study is to identify the effect of the computer-aided 7E teaching model on science process skills. A quasi-experimental study was conducted on 84 prospective teachers who studied Science Teaching at Kirikkale University during the educational year A significant increase was observed in the science process skills of the students included in the experimental group. Keywords: Sciences Teaching, Computer-Aided Instruction, 7E Teaching Model, Science Process Skills. In accordance with its content, the objective of the course “science” is to enable individuals to comprehend what nature and the events in nature are and how they exist. Other objectives include providing them with the opportunity to develop certain skills, to display a scientific attitude towards daily life, to get involved in analytical thinking regarding their decisions and choices, to be creative, to have a critical perspective on events and situations, to inquire about things and to gain science and technology literacy. Therefore, science teaching is quite important. It is the constructivist approach that forms the basis of current curricula. In this respect, science teaching contains such methods as problem-based learning, project-based learning, cooperative learning and inquiry-based learning. Inquiry-based learning, in turn, includes “learning cycle models”, which appear to be influential in teaching a given subject or course. The learning cycle is an active teaching approach based on Piaget’s theory of mental development and constructivism (Cited in Oren and Tezcan, ). Studied by researchers for a long time, learning cycle models come in three types depending on the number of phases they contain (4, 5 or 7). Developed by Bybee et al. (), the latest version has the following phases: elicit, engage, explore, explain, elaborate, evaluate and extend. Studies have revealed that learning cycle models have positive influences on certain learning products, prove to be an important tool for teaching concepts, affect students’ academic achievement in a positive way, enable students to develop or enhance a positive attitude towards courses and provide students with scientific thinking, experimental and practical skills (Balci, Cakiroglu and Tekkaya, ; Saka and Akdeniz, ; Kanli, ; Seyhan and Morgil, ; Aydogmus, ; Avcioglu, ; Aggul-Yalcin and Bayrakceken, ; Yalcin et al., ; Celik and Pektas, ; Turgut and Gurbuz ). _____________ ∗ Kırıkkale Univercity, Education Faculty,Turkey, email: [email protected] ∗ Kırıkkale Univercity, Science Institue, Turkey ∗ Kırıkkale Univercity, Science Institue, Turkey  The Effect Of The Computer-Aided 7e Teaching Model On Students’ Science Process Skills A review of literature suggests that learning cycle models are integrated and enriched with other teaching situations. The objective is to make scientific comparisons and to find out more efficient teaching ways. With a similar purpose in mind, Toroslu () supplemented the 7E teaching model with life-based learning elements, which made a significant contribution to science process skills. From this point of view, the authors of the present study were motivated to integrate the 7E teaching model with computer-aided instruction. Computer-aided instruction is the use of information and communication technologies as a teaching instrument in various types of educational environments (Altin, ). As for its effects on the course “science and technology”, this type of teaching improves academic achievement and enables students to gain scientific thinking ability (Yenice, ; Bozkurt and Sarikoc, ). With their particular phases, learning cycle models are appropriate for multimedia elements of computer-aided instruction. These elements include virtual presentations, simulations and animations, several visuals and graphics. In this respect, Figure 1 provides an explanation for the computer-aided 7E teaching model. As can be concluded from the figure, computers can be used at each phase of the 7E teaching model. The decision to use computers at all or some of the phases depends on present conditions, students’ attitude towards computers and learner needs. The 7E model includes the phase “explore”, which enables laboratory and experimental activities, which supplement theoretical aspects of the Figure1. The Diagram of Computer Aided 7E Model course “science”, to be carried out. The phase can be reinforced with virtual or real laboratories. In addition, the fact that experimental activities are included at this phase is very important for the course “science”, for such activities are essential to the objectives of the course. Laboratory activities enable students to revise and internalize the key concepts of the course, increase their motivation and willingness to make an invention, show them how to use what they have learned in real-life situations, provide them with the opportunity to develop a positive attitude towards the nature and living creatures, and develop their creative, communicative and practical skills (Bayraktar, Erten and Aydogdu, ). Furthermore, they improve students’ science process skills, which are known as a scientific way of thinking and behaving. Promoting such qualities as inquiry, production and scientific sharing, science process skills include scientists’ abilities to get to know the nature and their thinking process (Taskin and Koray, ). A review of literature indicates that Turkish students have an intermediate level of science process skills (Ozturk et al., ; Demirbas and Tanriverdi, ). These findings suggest that new ways of improving science process skills should be tested and sought for. From that point of the view, the present study is an attempt to identify the extent to which the computer-aided 7E teaching model develops science process skills.  Harun ÇELİK, Gamze ÖZBEK, Tuğba KARTAL Methodology The study lasted for six weeks (four hours a week) during the course “Science Teaching Laboratory Application I”. The activities included in the study were experimental activities on the subject “Force and Motion”, a unit included in the curriculum for 6th, 7th and 8th grade students. Research Model. The study was based on the quasi-experimental design with a control group and pre-test/post-test. The reason why the study was based on the quasi-experimental design is that it was impossible for the authors to divide the participants into groups (experimental or control) homogenously just in accordance with their pretest results (Karasar, ). The experimental group was taught through the computer-aided 7E teaching model whereas the control group was instructed via the 7E teaching model. The present study on the effect of the computer-aided 7E teaching model on science process skills has the following sub-problems: Sub-Problem 1: Is there a significant difference between the experimental group and control group in their pre-test (SPST) scores? Sub-Problem 2: Is there a significant correlation between the 7E teaching model and the pre- test/post-test scores of the control group? Sub-Problem 3: Is there a significant correlation between the computer-aided 7E teaching model and the pre-test/post-test scores of the experimental group? Population: The study was conducted on a total of 84 prospective teachers who studied Science Teaching at Kirikkale University during the fall term of the educational year Data Collection Tool: Science process skills were measured through the Science Process Skills Test (SPST), which was developed by Okey et al. () and adapted to Turkish by Geban et al. (). The scale had a Cronbach’s alpha coefficient of (Kanli and Temiz, ), which suggests that the Turkish version of the scale is reliable. Data Analysis: The data were analyzed through SPSS and the dependent t-test. The dependent t-test is a statistic that compares the measurements of the same participants on two occasions, namely before and after an experimental study (Buyukozturk, ). Findings Table I provides information as to whether there was a significant difference between the groups in their pre-test scores. Table I T-Test Results on the Pre-Test Scores of the Control Group and Experimental Group Group N x S T Sd p Control 22,19 4,15 42 -3, 41 , Experimental 19,69 4,21 There was a statistical difference between the groups in their pre-test scores, the difference being in favor of the control group. It can be expressed statistically as follows: t(41)=-3,, p<, The study was based on the quasi-experimental design, for the groups could not be determined randomly. In this respect, the difference was an acceptable one.  The Effect Of The Computer-Aided 7e Teaching Model On Students’ Science Process Skills Table II presents the results of the t-test conducted to reveal whether there was a significant correlation between the 7E teaching model and the SPST scores of the control group. Table II T-Test Results on the Pre-Test and Post-Test Scores of the Control Group Measure N x S T Sd p Pretest 22,19 4,15 42 -7, 41 , Post test 27,54 3,51 The finding on the mean values concerning the pre-test and post-test scores of the control group is as follows: t(41)=-7,, p>,05, which suggests that the 7E teaching model increased the mean values concerning the scores of the group in the two tests. However, the increase was not statistically significant. Table III provides information as to whether there was a significant correlation between the computer-aided 7E teaching model and the SPST scores of the experimental group. Table III T-Test Results on the Pre-Test and Post-Test Scores of the Experimental Group Measure N x S T Sd p Pretest 19,41 4,52 42 ,77 42 , Post test 27,02 2,88 The finding on the mean values concerning the pre-test and post-test scores of the experimental group is as follows: t(42)=,77, p<,01, which suggests a significant correlation between the computer- aided 7E teaching model and the SPST scores. The increase can be attributed to the model implemented. Conclusion and Discussion There was a general increase in the SPST scores of the control group and experimental group, which indicates the efficiency of the 7E teaching model in enabling students to gain experimental skills as a whole. A review of literature strongly suggests that inquiry-based and research-based laboratories have positive influences on learning products. For instance, Myers and Dyer () studied the effect of the research-based laboratory approach on students’ content knowledge and science process skills. The study was conducted on 3 laboratory groups, which had been comprised of secondary school students of different grades. The first group was subject-based without a laboratory experiment; the second group was subject-based with a traditional laboratory; and the third group was subject-based with a research-based laboratory. The authors observed that the great majority of the students favored the research-based laboratory approach seeing that it improved their content knowledge and science process skills. Similarly, Koray et al. () discovered that laboratory activities based on creative and critical thinking have a positive influence on students’ academic achievements and science process skills. In the light of these findings, it is clear that the 7E teaching model plays a key role in advancing experimental skills, teaching concepts and developing a positive attitude towards courses (Kanli, ; Ergin, ; Yalcin, Acisli and Turgut, ). The present study was based on the quasi-experimental model, for the groups could not be formed randomly and it was confined to available conditions. Therefore, a particular problem was experienced in the study, that is, the levels of the experimental group and control group were different in the beginning. Even so, the experimental group, having had lower pre-test scores, had a post-test mean value similar to that of the control group (post-tests; Experimental=27,02 and Control= 27,54).  Harun ÇELİK, Gamze ÖZBEK, Tuğba KARTAL Furthermore, there was not a significant difference between the pre-test and post-test scores of the control group whereas a significant difference was found between the pre-test and post-test scores of the other group. Therefore, it can be argued that the computer-aided 7E teaching model is more efficient than the 7E teaching model. The literature includes a number of studies that have found computer-aided laboratories are more efficient than traditional laboratories. Similarly, Saka and Akdeniz () conducted a study on 25 prospective teachers, who were asked to design computer- aided materials for teaching genetic concepts. The materials were incorporated into the 5E teaching model. The authors discussed the method developed with 10 prospective teachers to identify the role of the material in teaching genetic concepts. It was concluded that the material was an efficient one. In addition, the activity resulted in an increase in the number of correct answers provided by 25 prospective teachers to the questions included in the scale. Belief in science and scientific technical skills are promoted by the development of science process skills (Dawning, Filer, ). The literature includes studies on the promotion of belief in science and technical skills through computer-aided inquiry-type laboratories. One of these studies was carried out by Zacharia (). The study was a comparison of the effects of three models in a physics class on teachers’ beliefs in science and attitudes towards physics. The first model included Interactive Computer Simulations (I); the second one Inquiry-Based Experimental activities (II); and the third one collective use of I and. In the light of the pre-test and post-test scores, the study concluded that the groups that were taught through Inquiry-Based Experimental activities did not experience a considerable increase in their beliefs or attitudes whereas the use of Interactive Computer Simulations and the collective use of I and II led to a rise in their beliefs and attitudes. In another study, Pyatt and Sims () attempted to compare virtual and real experiments in inquiry science laboratories. Their objective was to study whether attitudes towards and achievement in the course “chemistry” differed in virtual and real laboratory activities. The study concluded that both techniques led to a similar increase in the students’ achievement level whereas they considered inquiry-based virtual laboratories to be more efficient in their attitudes towards laboratory. In the light of the findings and literature, it can be argued that computer-aided inquiry-type laboratories have a positive influence on science process skills and that the computer-aided 7E teaching model is a justifiable one. Recommendations The experimental and control groups should be equalized in their pre-test scores in order to make the study more experimental. However, it was not possible to do this for the present study; thus, it was based on the quasi-experimental model. The finding could be supplemented with qualitative data in order for the study to yield more detailed and elaborate findings. The study was focused on the effects of the computer-aided 7E teaching model on science process skills. 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