The effect of technology integrated teaching of optics on university students' conceptual understanding

The topic of optics, which is included in science and physics courses at the middle and high school levels, is one of the most prominent subjects that students frequently encounter in daily life and that carries significant importance. After learning the basics of optics in middle school, students are expected to deepen their understanding of this subject conceptually and in greater detail at the high school level. However, it is well known that even by the time students reach the undergraduate level, they still retain certain misconceptions about optical concepts. This study aims to examine the effect of technology-supported instruction on pre-service science teachers' conceptual understanding of optics. A review of the relevant literature indicates that traditional teaching methods are inadequate in overcoming instructional shortcomings; accordingly, a technology-enhanced learning process was designed through the use of the Algodoo Simulation Program. The study was conducted with a total of 30 pre-service teachers—28 female and 2 males—enrolled in the Science Education Program at the Faculty of Education, Balıkesir University. As a data collection tool, the Optics Conceptual Understanding Test was employed to determine the participants' levels of conceptual understanding in optics. A detailed analysis of the pre-test administered before the instruction and the post-test conducted after the instruction revealed that while conceptual difficulties were present prior to the instruction, most of these difficulties were resolved afterward, leading to significant progress in conceptual understanding and conceptual change. These findings highlight the importance of effectively integrating technology into science and physics education to enhance conceptual learning and reduce misconceptions.