Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
An Evaluation of a Constructivist Online Science Learning Activity: a Case Study in Turkey
Date
2010-01-01
Author
ŞENGEL, ERHAN
Özden, Muhammet Yaşar
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
195
views
0
downloads
Cite This
This exploratory case study provides a quantitative report on the integration of a specific online information system into the science curriculum using authentic tasks in a class setting. It aims to investigate the effects of a Web-based learning tool in a science course on students' achievement and attitudes toward science learning. The subjects are 21 seventh grade students. The Science Achievement Test (SAT) and attitude scales for science learning were applied as pre-tests and post-tests. Students' total time of using the course web site was kept by Web log-system. The quantitative findings of the study indicated that there were significant differences between the pre-tests and post-tests. In addition, there was a positive relationship between the site usage time with achievement and attitude of the students towards science learning. The study contributes to an understanding of online learning and provides a basis for empirical study of learners performing real educational tasks.
Subject Keywords
Web-based learning
,
Instructional technology
,
Interactivity in web-based instruction
,
Attitude toward science learning
URI
https://hdl.handle.net/11511/53613
Journal
NEW EDUCATIONAL REVIEW
Collections
Department of Computer Education and Instructional Technology, Article
Suggestions
OpenMETU
Core
Effects of web-based learning tool on student learning in science education: a case study
Şengel, Erhan; Özden, M. Yaşar; Department of Computer Education and Instructional Technology (2005)
This exploratory study provides a qualitative and quantitative report on the integration of a specific online information system into the science curriculum using authentic tasks in a class setting. It investigates how they use an online information database and tools to create meaning. An in-depth analysis was done to understand students̕ perceptions about the usability of a web-based learning tool used in science course, properties of a web-based learning tool, the quality of the content, and the structur...
Research trends in ceit ms and phd. theses in Turkey: a content analysis
Uğur Erdoğmuş, Feray; Çağıltay, Kürşat; Department of Computer Education and Instructional Technology (2009)
The main aim of this study is to look for trends in the instructional technology field in Turkey and to visualize general tendencies in the field in research topics, research types, and methodologies. Content analysis research design was used in this study. In this study, the unit of analysis was MS theses and PhD. theses published in instructional technology departments in Turkey, and the researcher aimed to analyze all of the population. Hence, 215 MS theses and 32 PhD. theses were analyzed in this study....
A study on a metacognitively oriented learning environment in a science laboratory course
Çakır, Birgül; Ertepınar, Hamide; Yılmaz Tüzün, Özgül (null; 2011-04-03)
The aim of this paper is to investigate if metacognitively embedded prompts help to create a metacognitively oriented learning environment in a science laboratory course. The data were collected from 28 Pre service science teachers (PSTs) who attended the science laboratory course in a large public university. Mixed research method approach was used to collect and analyze the data. To collect in dept data, interviews with 7 PSTs were made. Metacognitive prompts were used throughout the laboratory course...
The effects of metacognitive knowledge on the pre-service teachers' participation in the asynchronous online forum
Topcu, Abdullah; Ubuz, Behiye (2008-01-01)
This paper researches the effects that students' metacognitive knowledge has on their participation in online forum discussions, which form part of a web-based asynchronous course based on a constructivist instructional approach. Metacognitive knowledge increases learners' ability to be independent learners, which is an indispensable characteristic of the distant learner. The study was carried out with 32 third-grade pre-service teachers. Each message in the forum discussions was analyzed in terms of intera...
An assessment of the effects of teaching methods on academic performance of students in accounting courses
Hosal-Akman, Nazli; Simga-Mugan, Can (2010-01-01)
This study explores the effect of teaching methods on the academic performance of students in accounting courses. The study was carried out over two semesters at a well-known university in Turkey in principles of financial accounting and managerial accounting courses. Students enrolled in the courses were assigned to treatment and control groups. Treatment group students solved assigned problems or cases in groups in class, while in the control group the instructor lectured on and solved the problems and ca...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
E. ŞENGEL and M. Y. Özden, “An Evaluation of a Constructivist Online Science Learning Activity: a Case Study in Turkey,”
NEW EDUCATIONAL REVIEW
, pp. 157–170, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53613.