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ERIC Number: EJ1038403
Record Type: Journal
Publication Date: 2013-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 79
ISSN: ISSN-1059-0145
The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students' Affective Skills
Tatar, Nilgün; Akpinar, Ercan; Feyzioglu, Eylem Yildiz
Journal of Science Education and Technology, v22 n5 p764-779 Oct 2013
The purpose of this study is to investigate the effect of computer-assisted learning integrated with metacognitive prompts on elementary students' affective skills on the subject of electricity. The researchers developed educational software to enable students to easily and comprehensively learn the concepts in the subject of electricity. A case study method was used. Eighteen students from the seventh grade (12-13 years) participated in the study. Students' views on their performances while using educational software and the impact of the software on their affective skills towards the subject of electricity were examined. Data were collected by open-ended questions in the educational software. According to the research results, there were students who had negative attitudes and perceptions before starting to learn about the subject of electricity. Interactive activities, animations, and visual experiments in the educational software were effective in overcoming the students' negative attitudes and perceptions about the subject. Besides, students who assessed their own performances during the learning process believed themselves to be more successful over time. In the light of the research results, some suggestions are made for future studies.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A