Contributions from: Hayrettin Koroglu, Leman Tarhan, Teoman Kesercioglu, Bulent Cavas, Cenk Kesan, Oguz Serin, Sevgi Morali, Ayten Ceylan, Handan Boyacioglu, A.Gunay Balým
Abstract
It is known that students, as their grades increase, show a negative attitude toward science and mathematics. One reason for this is that these classes contain too many abstract concepts It is seen that the negative attitude toward these two classes increases when it comes to science topics which contain mathematical material.
It is true that the seventh grade students have difficulties in perceiving science topics which contain abstract mathematical concepts, such as Heat, Mechanics and Electricity. It is known that computer aided education by having the ability to transfer a problem from abstract to concrete, from one-dimensional to multi-dimensional and from difficult to simple helps students to understand the complex concepts more easily.
Starting with this thought we searched for the answers of the following questions:
Will there be a significant difference between the student groups if the subjects containing mathematics in 7th grade science class were taught with the aid of computers to one group and with traditional methods to the other?
Are these two methods giving different results for the successful and unsuccessful students?
We used the pretest-posttest method with control groups in the research to find the problem sentences. In the model, discovery of pretest helped us to find the degree of similarities of the sample groups before the experiment and the connection of the post test results according to this.
The main theme we mentioned between the two programs "Technology aided education" and "Traditional education" in that we saw a meaningful difference in the perception of science topics which include mathematics, interpretation of concepts and application to visual and objective events.
I. Introduction
Many countries, today, accepted that the productive usage of the information technology as required by is one of the most important factors to reach economical and social progress levels that is planned. Information technology is that of knowledge to be created, collected, put together, discussed, regained and protected (Jennings-Wary, Z., & Wellington, P.L., 1985) The countries, in the process of transition from nationalist society to global, are within new changes. In these developments computer technology takes on important and effective place
The improvements in technology, especially in computer technology, bring changes and make things easier for every part of daily life. While all these changes occur, education cannot be thought to be apart.
Today, in technology societies, the usage of the materials that science and technology have produced is a fact which is very necessary for individuals to think, produce ideas and search the solutions of problems and besides it's very necessary for the students of elementary education who are the target mass of education.
In the schools of many developed country, the quality of education has been a subject to be discussed for a long time. In the knowledge age, especially the quality of mathematics and science education must take the highest government authorities (President, Prime minister) think that they also try to inform the society by giving both oral and written speeches and warn the ministries and authories to take the required precautions (Ersoy, 1998)
It is obvious that the fastest improvements are seen in science education. As it is in all the other branches of science, in science education "how" it's going to be taught is more important than "what" is going to be taught.
Today as we live the information technology, science education is also being searched. It is clear that a science education supported by technology will help related concept network system to occur in students' minds and provide a systematic way of thinking (Çakmak, O. 1999, Demircioglu, H., Geban, Ö. 1996, Tao, P. K., Gunstone, R.F., 1999) besides, by using information technology, possibilities are being prepared for individuals to be able to by their ideas and get answers. Apart from that, by providing the collectively usage and education of computer resources, economy in education is gained in terms of time, energy and quality. Moreover, motivation is provided in students and some concepts (such as mathematics formulas) can be comprehended more easily.
Unless science education is given as an information transfer based on experiment, it will be hard for the student to understand the living, physical & chemical events, biological fundamentals of life. It is shown that a one-moment-moving image is 12 times more effective than a one-moment-sound in terms of information. Image and sound are superior to information that within the last 15 years in education supported by computer, a fast sliding through image and sound-based systems is observed. (Çakmak, 1999)
Today, it can be practised in giving much more answers to the individual needs of students in comprehending, software including image and sound can be helpful in changing the teacher's role. The teacher can be more active. Abstract and some mathematical concepts can become easier both to learn and to teach with suitable software.
From this point of view, we can say that the programmes related with computer assisted instruction are not sufficient in our country. Activities aiming computer assisted instruction have been studied on since 1992 by Ministry of Education.
The inventory studies done in 1993 showed that in the educational institutions in Turkey, There were %10-15 computer laboratories. %70 of these laboratories in schools are reserved for computer education and %30 for computer assisted instruction. However with the planning, computer laboratories are aimed to be established in all our schools until 2001 and this rate is approached. Despite of all these expensive studies, in their computer assisted instruction (CAI), statistical data that we have belonging to the problems that our elementary school-students come face to face are too few.
As it's known, students show a negative attitude which increases in science and mathematics courses as their classes' increase. One of the negative attitudes that's seen in science education is thought to occur due to some of the science subjects which are based on mathematics. In our country, we think that 7. Class students are compelled to comprehend science subjects based on mathematics and subjects - especially Heat, Electricity, Mechanics - which are hard to make concrete in the classroom. According to this, we don't have the data showing the differences between the increased negative attitudes of our elementary school students who are studying classical and computer assisted instruction.
II. OBJECTIVE
The objective of this study is to research the effect of using CAI programmes in addition to in-class education on the success of 7.class students in the science subjects based on the mathematics. The question being researched is as follows: Is the differences between the success of the students who take the science course enriched & supported by computer and based on mathematics and the success of the students who take the science course traditionally meaningful statistically?
III. LIMITATIONS OF THE RESEARCH
The data of the research is limited to the opinions of 7th class students from 6 state and 2 private schools in Izmir-Turkey
IV. METHOD
1 The Type Of The Research
This is a descriptive research aimed at the evaluation of the role of technology in the education of 7th class science topics based on mathematics and offering solution proposals.
IV. 2 Sample
The sample of the research consists of 246 7th class students from 8 elementary schools in Izmir in 1999-2000 spring semester.
IV. 3 Method to Collect Data and Analysis of Data
First a pre-test has been applied to 7th class students to evaluate their knowledge. The statistical analysis of the tests has been done and in every school, the students has been divided into 2 groups one of which was the subject of the test and the other was the control subject. In this division, we took into consideration that there wouldn't be a meaningful difference between the successes of 2 groups. 3 teacher candidates from Dokuz Eylul University, Faculty of Education, Department of Science & Mathematics Education gave presentations on Heat, Electricity and Mechanics. 5 Research assistants gave information to the teacher candidates about how to present the subject. This is done to reduce the presenters' factor. In the classes supported by computer ELIT software was used. This programme was enriched by PowerPoint. It was prepared to remind or teach students the missing mathematics information. Thus, the computer software which was used for the sample group became student controlled and helpful to define the aims and problems of the subject. This work included 12 weeks, 1 hour per week. At the end of 12 weeks a post-test has been applied to all the group. The statistical analysis has been done to find out the answer of the question which was mentioned before. For the comment of contradictionary situations. Special cases were excluded as much as possible. The validity of scope of scale has been determined by a specialist. For reliability the Crenbach Alpha coefficient has been taken into consideration and it was found as .73. This result shows that the reliability of the test was high and inner sensibility was good.
Data analysis has been done by using t-test and for this SPSS/PC was used. At the end of the application it has been observed that the sample group which has been profited from CAI has been found more successful in the post test (t=12,566 p< .001) The following table shows averages of the post-test, standard deviation and t values for 2 groups.
| N | X | SD | t values | |
| Experimental Group | 123 | 14,8862 | 3,4504 | 12,566 |
Table 1: The post-test averages and t values of the groups.
V. FINDINGS
Table : 2 Post-test and statistical analysis
The inferences from statistical analysis of the table above is as following; In the 1st question since the examples about Heat isolation could be given more detailed with computer aid, the students' ability of problem solving about this subject was more developed. Furthermore it was found out that the knowledge became more permanent In the 2d question, in CAI courses, the examples from daily life have been given with the help of animation. Therefore students understood the subject very well and replaced the information in their minds.
Definitions and especially diagrams belonging to the situation change in the 4th, 5th, 6th, 7th, and 9th questions are explained in the computer monitor step by step, formulas belonging to all situations are given more detailed and attractive visually, therefore especially in diagram questions, students' taken computer assistance could interpret the diagrams better and made less misconceptions.
In the presentation which was prepared for topics included in the 10t, 12th, 13th, 23rd and 25th questions, the usage of diagrams, moving effects and different colours made the subjects become more permanent, increased the motivation of the students who weren't interested in science much and increased their success.
In the explanation of subjects related with the 3rd, 4th,8th, 16th, and 18th questions, equation and ratio-proportion belonging to mathematics had a positive effect on student' success. In CAI, when faced with problems related to mathematics, there was a transition to maths, thus Maths and science are provided to become integrated. The completion of the students' missing information has increased.
In the science topics belonging to 17th, 18th, 19th, 20th, 21st and 22d questions, there are formulas and applications including mathematics. In these questions it was seen that the students couldn't replace those formulas in their minds permanently.
In the 10th and 21st questions it was found that the students had difficulty to comment on the formulas and put forward an idea about the relationship between data and the formulas. In the CAI courses, supporting formulas with different colours and animations, giving information about "how" data in the formula would be replaced more actively and giving information about "how" formulas would be used mathematically, provided the formulas to be more permanent in students' minds. This provided the students who took CAI to be more successful.
In the 12th and 13th questions, students' misconception was observed on science subject. The usage of sound, movement and coloured monitors decreased these misconceptions. In traditional education, It was found out that students had difficulty to see the difference between the concepts which were closely related.
In the explanation of subjects related with the 1st, 2d, 9th and 11th questions, with the usage of examples from daily life, it was seen that some concepts which took place in students' background information but haven't been replaced in their minds completely integrated with the given education. In CAI, since the examples from daily life are alive, it provided the students' interest in the subject to be at the maximum level. And since the interaction on the computer monitor provided the students to learn by doing and living, the students taking CAI were more successful in this kind of questions.
Since the topics belonging to 3rd, 4th, 5th, 6th, 7th and 9th questions were given with CAI they could have been given systematically and in a shorter time. The time gained by this is used to solve the problems that were faced with in mathematics and make more examples about the topics. Student taking CAI have become more successful, especially in the questions which require mathematical operations.
VI Discussion
In these days while information technologies have entered our lives very fast, the integration process of information technology and education has been increasing rapidly. Especially elementary schools in our country have started having computer hardware & computer teachers within them. In our country where information technology in education is being used as a new technique, studies that research the effect of computer aid to education are too few. The statistical analysis results that we had in the end of our study that we research the effects of giving science topics in which mathematics information is required with CAI on students' success are as follows:
There are many studies aimed at the usage of information technologies in science education. In one of these, Kelleher, 2000, indicated the use and usage of different methods of information technology in his study. The usage liveliness, motion, colour and sound in giving the science topics provided abstract science concepts to be understood better and success to be more in interpreting diagrams or solving problems. In the study of Kibbi, 1995, many teachers said that computers had positive effects on students' motivations, their attention periods, interest and their cognitive learning. In our study, It was observed that even the students who were not so much interested followed the lessons with interest and students' motivation increased in a positive way. Therefore both studies support each other.
CAI is effective in comprehending 7.class science topics deeply & easily and in being used productively
By saying "Information is valuable when it is known "how" to be used not alone" Armstrong, 1896 indicated the significance of practical activities almost a century ago. In science education with CAI, doing experiment simulations have increased the interaction of students and the subject. This provided the students to learn by doing & living and with the help of this, students had less misconception and errors.
Students can not replace well the concepts from daily life belonging to science. But in CAI the selection of examples from daily life provides the arrangement of wrong or missing information in students' minds by feedback and the replacement of information permanently.
The science education with CAI makes learning more interesting for the learner The science education with CAI increases students' research skills It brings the chance of being the controller and participant in students' learning process (Florida Programme).
In the science education with CAI, since the fundamentals of physics and maths are remembered and learnt more easily, it provides the students to make both analysis and synthesis of the things they have learnt by creating a strong sense. Science lessons are 3 hours per week in our elementary science curriculum. This requires the use of computer technology and the plans to be done regularly & systematically in science education. In CAI, It's seen that the science subjects are given fluently and time is gained. Thus, more examples could be given and the missing mathematics information could be completed.
Technological systems which are well-designed and integrated with education, apart from conveying science education to definite objectives, it's also effective in the birth of new objectives (Bereiter, Scardamalia, Cassels & Hewilt 1997, Hawkins & Pea, 1987, Linn, in press, Mc Cluskey, 1994, Scardamalia & Beretier 1996) In today's education, there are technological revolutions (Linn, 1992, Mandinach & Cline, 1994, Van Dusen, 1995, O'Neil, 1995) Teachers, managers and researchers say that the usage of technology in increasing the quality of education is a significant way. Behaviours aimed at objectives at the application step of science topics must be carried out in CAI laboratories (Pedretti, 1988).
Course software must be as of high quality and interactive as possible. In order to get positive results from the studies on this, specialist groups (Pedagogist, designer, programmer, psychologist and branch teachers) must be formed. (Altun, E. et all, 1999) All the software belonging to science education must be translated into Turkish however while this is done educational plans must be taken into consideration. The software belonging to science education must be put in school libraries where the students can easily reach and use By making co-operation with private sector, the ministry of Education must provide contribution to the application of science education with CAI.
By giving pre-service and in-service training, teachers and education staff must be educated It must be determined that how a model the teachers will be educated with and their new roles must be absorbed.
References
1. Jennings-Wray, Zellinne , Wellington, P.L: Educational Technology in Jamaica's Secondary School System: Present Problems and Future Prospects. British Journal of Educational Technology,16-3:169-83,1985
2. Ersoy, Y.:"Uluslararasi Matematik ve Fen Çalismalari: Türkiye Durakta Bekleyen Trene Yetisemedi", Çagdas Egitim Dergisi ,242, Nisan 1998.
3. Çakmak,O.:" Fen Egitiminin Yeni Boyutu: Bilgisayar, Multimedya, Internet Destekli Egitim.", Buca Egitim Fakültesi Dergisi, 11, 116-125, 1999.
4. Demircioglu, H., Geban, Ö.:" Fen Bilgisi Ögretiminde Bilgisayar Destekli, Ögretim ve Geleneksel Problem Çözme Etkinliklerinin Ders Basarisi Bakimindan Karsilastirilmasi", Hacettepe Üniversitesi Egitim Fakültesi Dergisi, 12:183-185, 1996.
5. Tao, P.K.and Gunstone, R.F. " Conceptual Change in Science Through Collaborative Learning at the Computer" Int. J.Sci.Educ.,Vol.21, No:1, 39-57, 1999.
6. Kelleher, R. "A Review of Recent Developments in the Use of Information Comunication Technologies (ICT) in Science Classroom." Australian Science Teachers Journal, Vol:46 Is:1 p.33 6 p,2000.
7. Kibbi, I. " The Status of the Use of Computers in Education in the Beirut, Lebanon Private Schools" Education, Vol, 116, Issued, p 80,3p,1995.
8. Armstrong, H.E. " How Science Must be Studied to be Useful the Technical World", H.E. Armstrong and Science Education, 1896.
9. " Science: The Learning Environment" Using Technology, Florida Curriculum Framework, 1996.
10. Bereiter, C., Scardamalia, M., Cassells, C., & Hewitt, J.Postmodernizm, Knowledge-Building, and Elementary Science. Elementary School Journal, 97,1997
11. Hawkins, J. & Pea, R. Tools For Bridging Cultures Of Everyday And Scientific Thinking. Journal Of Research In Science Teach, 24,1987.
12. Linn, M.C. (inpress). Learning And Instruction Inscience Education Taking Advantage Of Technology. In D. Tobin & B.J. Fraser ,(International Handbook Of Science Education, Dordrecht: Kluwer
13. Mc Cluskey, L. Gresham's Law: Technology and Education Phi Delta Kappan, 75,1994.
14. Scardamalia, M.,& Bereiter, C. Enganing Students in a Knowledge Society. Educational Leadership, 54,1996.
15. Linn, M.C. "The computer has a learning partner: Can Computer Tools Teach Science? In S.K.L.G. Roberts & S.M. Malcoms, (Eds) This Year In School Science, 1991:Technology for Teaching and Learning. Washington, D.C:American Associationfor the Advancament of Science, 1992)
16. Mandinach, E.B. and Cline,H.F. "Classroom Dinamics:Implementing a Technology-Based Learning Environment. Hillsdale, N.J: LawranceErlbaum Associates, 1994.
17. Van Dusen, L.M. "Can Integrate Instructional Technology Transform The Classroom? Educational Leadership, 53, 28-33,1985.
18. O'Neil, J. " Technology & Schools: A Conversation with Chris Dede. Educational Leadership, 53, 7-12,1995.
19. Pedretti, E. " Technology, Text , and Talk Students' perspectives Teaching and Learning a Technology - Enhance Secondary Science Classroom
20. Altun, E., Keskin, A., Göktas, S., Harmanli, Z., Zavrak, M.; " Multimedya Bilgisayar Ortaminda Kimya Ögretimine Iliskin Bir Yazilim Tasarimi Çalismasi: Mol kavrami.", Dokuz Eylül Üniversitesi Buca Egitim Fakültesi Dergisi, Özel Sayi, 11, 1999.
 |
 |