The effect of the web based education by using simulation and animation onto nineth class students in "electric and magnetism" unit

At present, learning by performing increases the permanence of the information in practical and tehnique-proffessional subjects which are held in classes. However, because of the lack of both material and labratory facilities, the concepts in the subjects stay abstact. This situation makes it difficult for students to understand the topic and develope positive attitudes towards the subject. By designing and using simulation-softwares topics are incarnated. The experimet materials used and needed in electronic-computer departments in vocational high-school and university beside in physics-chemistry classes of general high school are quite expensive. By simulation-animation softwares this high cost can be eleminated. Now that simulation-animation softwares can be used in labratories in schools, it won't cost extra physical area, besides, by this softwares the dependence to the real experiment materials will be eleminated. The main goal of this investigation is to analyse the effects of web based teaching used simulation and animation to success of students in 9th class physic lesson "electric and magnetism" unit. The investigation was held by experimental design with front-test, last-test and control group. The web based teaching activities which are used with simulation and animation, have been arrayed according to structive learning theory for students' self-learning. The experiment groups are composed of 9th class students of Palu Mesleki ve Teknik Eğitim Merkezi in 2012-2013 education year. At the beginning of the survey, a font-test was held to 103 students who participated in the survey and beside this result, having been taking into consideration of the graduation grades, a grouping analyse had been done. Firstly, a 103-student-group was seperated into two groups. One is 66, the other is 47 students. Because of the fact that first group consisted of much more students, first group was selected and experiment group consisted of 32, control group consisted of 34 students. İn the experiment group, web based education was performed in which simulation and animation also used. İn the control group, conventional methods were performed. This aplication lasted 6 weeks. Differences between the classes, in one of which applied developed education tool and conventional style, have been diagnosed. At the result of the investigation it has been clearly seen that web based teaching style increases the student succes over the conventional teaching style. Additionally, opinions and notions of students have been taken about the developed-teaching-tool. İt has been seen that answers about the tool are generally in a good way. Beside previous investigations, according to results of this study, it is very clear that, students can understand the terms and topics more effective and lesser time by the help of simulated and animated web based teaching than traditional teaching style. So that, in this context we can apparently understand that, animated and simulated web based teaching overwhelms traditional teaching style in terms of students academic succes. Key Words: Simulation based teaching, simulation, animation, web based teaching, physics, electric and magnetism.