Search

WOS: 000287470500007 As is well known, technologic developments have been going on by increasing its speed. This trend is affects science teaching as in other areas of education. However, science learning will be affected by new and qualified technological products in future, concerning the improvements in the quality of software and hardware. The purpose of this study was to research the efficacy of a web supported science and technology material on students' success and attitude towards science lessons, which was designed for a matter and heat unit with respect to constructivist learning theory. The research sample consisted of total 56 primary school students, attending 24 females and 32 males at city center of Samsun. Designed with experimental research approach, two groups were randomly chosen as control group and experiment group from the research sample. Web supported science and technology material developed by the researchers were used in the experiment group during the study. Also, lessons in control group were treated with traditional approach. In order to collect data, concept achievement test and science lesson attitude scale were applied to the two groups as pre-test and post test. The data obtained from these data collecting tools were analyzed by using SPSS statistic package program, including independent t test. In terms of the findings obtained from the research, students' success increased by 15 % in favor of experiment group at (p

WOS: 000290875200017 Problem Statement: The use of computers in chemistry education is increasing rapidly and becoming a supporting device in teaching abstract concepts and complex subjects. Because of the fact that temperature-heat, matter and structural features are the subjects in which the students mostly have difficulties, we try to confirm the effectiveness of using computer-assisted instruction in those subject matters. Purpose of Study: The aim of this study is to compare the computer-assisted instruction method with the traditional teaching method in terms of their effectiveness in teaching the "Matter and Heat" unit in the 6(th) grade science curriculum in primary schools. This study aims to confirm if there is a significant difference in the students' academic achievement between the two methods, to investigate the effects of computer-assisted instruction on permanent learning, and to identify the students' points of view about computer-assisted instruction. For this purpose, all the 6th grade students of Asarcik Boarding Primary School of Asarcik in Samsun were enrolled in this study. Methods: The "Matter and Heat" unit was taught to the control group and experimental group students by the use of computer-assisted instruction and traditional methods. The researcher prepared software by the use of the Macromedia Flash 8.0 programme to serve as a teaching medium for the experimental group. The pre-test, post-test and permanency tests, which were applied to both groups, were analysed by a t-test. In addition, the experimental group students were given an inquiry form and interviewed. Findings and Results: According to the results, it is revealed that computer-assisted instruction improves academic achievement and permanency and that the students prefer computer-assisted instruction to other traditional methods in which subjects were taught without student comprehension.