The effect of using simulation method on electrical circuit on science academic success and science attitudes of students

In this thesis, it is aimed to investigate the effect of real situations on students' academic success and attitude towards the course by simulation method by creating a system in the virtual environment. The universe and sample of the study are 55 7th grade students of Mimar Sinan Secondary School in Kumluca District of the Antalya Province. Experimental and control groups were chosen randomly. Total of 28 students from the 7/C class were selected as the experimental group, and a total of 27 students from the 7/D class were selected as the control group. A simulation application, in which the factors such as the creation and testing of the experimental environment in real life, were easily applied by the students in the virtual environment, was applied to the students in the experimental group. The control group students were taught with traditional narration. Academic achievement and attitudes of the experimental and control group students A total of two data collection tools, Science Academic Achievement Test and Science Attitude Scale, were used. Science Academic Achievement Test consists of 20 questions. The Science Attitude Scale consists of 20 items and was applied as a 5 Likert scale as a pre-test and post-test. No statistically significant difference was found between the study groups when the pre-test was applied. The subject of 'Electric Circuits' was taught to the experimental group students with a simulation application. The control group students were taught with instruction compatible with the current curriculum. The subject of Electric Giants was transferred to the control and experimental group students for two weeks. As a post-test, science academy achievement and science attitude scale were applied. As a result, when the findings were examined, the academic achievement of the experimental group students was statistically significant compared to the control group. Considering the effect of attitude towards science lesson, it was found that there was no statistically significant difference between the two groups. However, when the pretest-posttest of the experimental group students was examined, it was found that it had a positive effect statistically.