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ERIC Number: EJ1123398
Record Type: Journal
Publication Date: 2017-Jan
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: N/A
Graphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environment
Çelik, Harun; Pektas, Hüseyin Miraç
International Journal of Science and Mathematics Education, v15 n1 p1-17 Jan 2017
A one-group quasi-experimental design and survey methodology were used to investigate the effect of virtual laboratory practices on preservice teachers' (N = 29) graphic comprehension and interpretation skills with different learning approaches. Pretest and posttest data were collected with the Test of Understanding Kinematic Graphs. The Learning Approaches Scale was administered to the preservice science teachers to determine if they used an in-depth, superficial, or strategic approach. These data were analyzed using non-parametric statistics. The effect of virtual laboratory practices on these preservice teachers' graphic comprehension and interpretation skills was evaluated, and a significant pretest-posttest gain for "Selecting the graphic related to the explanation of movement" was found. Suggestions are made to address the effects of teaching models and technology-integrated learning environments on students' learning approach in science courses at different levels of education.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A