Abstract
The concepts of weather events and climate appear to be less studied than other concepts of physics in the literature. The aim of this research is to investigate the effects of computer-based instruction on the concepts of climate and weather events of middle school students. The sample of the research consisted of 19 8th grade students in the experimental group and 23 students in the control group. Computer-based instruction was carried out in the experimental group, and lessons were given in accordance with the middle school science program with the students in the control group. As a data collection tool, a concept test consisting of three open-ended questions was used to determine students' opinions about climate, weather events and the difference between climate and weather events. In the analysis of the data obtained from the answers of the students in the experimental and control groups to open-ended questions before and after the instruction, a rubric consisting of five categories was used. The categories in the rubric are correct answer, incorrect answer, non-coded and no answer categories. According to the findings, it was seen that the scientific responses of the students in both groups increased. Computer-based instruction was found to be more effective in eliminating the misconceptions faced by students about climate, weather events and differences between climate and weather events compared to the courses taught in the program. In the results of the study, it was determined that the students in the experimental and control groups confused the concepts of climate and weather events before instruction and there was a decrease in the misconceptions after instruction. The misconception that climate and weather events were the same was resolved in both groups after instruction. It is suggested that more studies using different instruction methods for teaching these concepts will be conducted.
 Keywords: Climate, weather events, computer based instruction, middle school students;
Highlights
It has been argued that one of the biggest problems in the world in recent years is climate change and global warming
The findings obtained from the analysis of the answers given by the students in the experimental group before and after the computer based instruction, and the answers given by the students in the control group before and after the instruction with textbook are presented
The results obtained from this study demonstrated that the students in both groups have a very low rate of correct response regarding climate and weather events before the instruction
Summary
It has been argued that one of the biggest problems in the world in recent years is climate change and global warming. Many campaigns have been carried out to raise the awareness in this topic. These campaigns are not effective in achieving enough progress. For this reason, it would be more appropriate to give students formal education on the issues regarding climate change and global warming. Demirkaya and Kayacan (6) stated that 6th grade students have difficulties in understanding climate and weather events and have various misconceptions. Akbaş, Koca, and Cin (2012) found that the teaching of climate and weather events concepts are more effective with the conceptual change approach than the traditional approach in 9th grade students. Few studies on the teaching of these concepts have been conducted
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
