Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Türkiye
Tezin Onay Tarihi: 2017
Tezin Dili: İngilizce
Öğrenci: Sema Yıldız Aydoğdu
Danışman: ALİ ERYILMAZ
Özet:The aim of this research study is to explore how the inquiry learning instruction and the expository learning instruction as teaching methods contribute to the effect of interactive simulation enriched instructions (interactive simulation enriched inquiry learning instruction and interactive simulation enriched expository learning instruction) on ninth grade students’ achievement in and attitude towards energy. Therefore, a distinction between teaching method (inquiry learning and expository learning) and simulation use (with simulation vs. without simulation) was made and they were used as independent variables. The design of the study is 2x2 factorial experimental design with four treatment groups: (1) an inquiry learning method with the simulation group, (2) an inquiry learning method without the simulation group, (3) an expository learning method with the simulation group, and (4) an expository learning method without the simulation group. The availability of the computer laboratory, number of the computers and number of ninth grade classrooms (at least 4) that a teacher instructs of the schools in Çankaya were used as criterions of purposive sampling procedure. Then, the study was conducted with 269 students from eight classes of two public Anatolian High Schools in the spring semester of 2014-2015.Two instruments were used to gather data: energy unit achievement test and energy unit attitude scale. These instruments were administered as pre-tests, post-tests and retention-tests and used for assessing students’ achievement in and attitude towards energy. The data were analyzed by using Multivariate Analysis of Covariance (MANCOVA). The results revealed that: (1) inquiry and expository groups significantly differ in the achievement scores with a medium effect size, in favor of the inquiry groups, (2) with simulation and without simulation groups significantly differ in the achievement scores with a small effect size, in favor of the with simulation groups, (3) there is a significant interaction effect between teaching method and simulation use is observed for achievement scores, especially, simulation use have worked better with the inquiry method in increasing achievement scores with a small effect size, (4) no significant difference was found for attitude towards energy between the all groups.