The effects of classical learniing methods and computer-aided instruction on students? achievement in the subject of atomic structures

The importance of the ?science and technology? class, which helps students to gain an understanding of the world they are surrounded by, is also valid in the context of scientific processes. However, today many serious problems exist in the teaching of science, specifically in the teaching and learning of some terms. Many education professionals agree that it will not be able to solve the aforementioned problems with traditional approaches. In this situation, computer supported education becomes an important position to make active learning for classes.In this study, the necessity of the use of technology in science education was questioned in providing such an evidence whether the utilization of computers in science education is a way to increase achievement.The main purpose of this research is to determine the effects of computer- based method based Constructive Learning theory and classical method on academic achivement in the Structure of Atom.The study took place in the 2010?2011 academic years on 79 sevent grade students. The students in this experimental group (n=39) were instructed by using a computer assisted instruction method for four weeks (16 class hours) with by the investigator. The lessons of the students in the control group (n=40) were instructed by using the classical instruction method within the same process. The data used during the study was obtained by using a sciences achievement test for which the reliability, the validity were estimated previously which was prepared by the investigator.An academic test Structure of Atom was prepared by researcher and used as a pretest before the instruction, as a posttest and remember test after the instruction. The t test was used for the analysis of the data.In addition, although at the beginning of the study there are no meaningful differences between the students who have computer-aided education and those who have classical regular instructed education, a meaningful difference occured among the groups at the end of the study andthat the computer support education method raised the concentration of the students, has been reached.The results showed that the subjects examined in computer environment and in classical regular instruction method affected the students? success. Using by all these findings, we can claim that efficient results can be obtained by using computer- aided education in the classroom and students? attitudes towards lessons can be positively changed.