Abstract
In this study, the question of if the computer aided instruction remediates the misconceptions of elementary fourth grade students about “heat-temperature” and “melting-dissolving” was aimed to be determined. The study was designed according to pre-test and post-test experimental group design. The population was fourth grade students attending a primary school in Nigde, Turkiye during 2014-15 education and instruction year. The sample was 96 students, who were attending three primary schools at Yesilgolcuk district in Nigde. The research took a total of 12 hours during four weeks. The researcher made use of the videos and animations of Morpha Campus and Okulistic electronic contents in Education Information Network (EBA) to teach experimental group students by computer aided instruction. Misconception Test was administered to both experimental and control group students. The data were analysed by t test and Crosstab. SPSS Statistic 22 software was used in these analyses. As a result, Morpha Campus and Okulistic e-contents in EBA eliminated more misconceptions of experimental group students. Moreover, outgoing misconceptions were also decreased with the use of EBA instruction.
Highlights
Concept is a mental tool that prompts the individual to think and makes them meaningful while making them think [1]
The MT prepared in line with the purpose of the study was applied to the experimental and control group students and the obtained data were examined
The lessons were taught using the e-contents Morpha Campus and Okulistik in the Eğitim Bilişim Ağı (EBA), while the lessons in the control group were taught by adhering to the guidebook and according to the activities in the guidebook
Summary
Concept is a mental tool that prompts the individual to think and makes them meaningful while making them think [1]. Concepts are the basis of science teaching. Teaching the concepts correctly helps science teaching reach its goal. For the science concepts to be taught to students to be meaningful and permanent, the newly learned concepts and existing concepts should form a meaningful integrity [2]. If inconsistencies occur in students' minds about concepts, the effectiveness of teaching and even learning is hindered. Misconceptions are defined as ideas that are resistant to classical teaching methods and generally do not overlap with scientific concepts [3]. The common point of these definitions is; emphasizing that misconceptions cause the individual to learn incorrectly
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