An investigation of the effects of computer aided instruction in a constructivist learning environment on learning outcomes in science education

IV An Investigation Of The Effects Of Computer Aided Instruction In A Constructivist Learning Environment On Learning Outcomes In Science Education (Doctoral Thesis) Ahmet Hakan HANÇER Gazi University Institute of Education Sciences June, 2005 ABSTRACT It is deemed necessary to use innovative approaches and technologies in teaching-learning processes and to apply appropriate teaching methods for educating individuals in a manner compatible with requisites of the modern ages. hi this research study, by starting with the view of that educational technology needs to be merged with teaching-learning methods and the most effective way to do so is to follow a constructivist model, computer aided instruction and the constructivist approach are combined in order to develop and define the method called "Computer Aided Instruction in a Constructivist Learning Environment". Computer aided learning was adapted to the constructivist 5E model in order to develop the computer aided instruction in a constructivist learning environment and this method was applied 7th graders. For the purposes of this study the 7 grade force and motion unit was chosen. Students' achievement, problem solving skills, attitudes toward computers, and long term learning outcomes were investigated and compared to traditional teaching outcomes.A pre-test post-test control group design method was used in this experimental study. The study was conducted in the fall semester of 2004-2005 school year in an urban primary school in Ankara. A total of 58 7th grade students from two classrooms (29 each) participated in the study. Student grades and pre-test scores indicated that there existed no difference at the beginning of the study between the two groups of students. Hence groups were randomly chosen as the treatment and control groups. The treatment group was taught the subject according to computer aided instruction in a constructivist learning environment, while the control group received traditional instruction. The instructional sequence took 8 weeks. Lastly, 4 months after the post test, the same test was given once more as the long term outcome measurement. In order to test the hypotheses both qualitative and quantitative data were collected and analyzed. For the qualitative data the SPSS software package was used and data were analyzed to find frequencies and percentages. Besides, a t-test for independent groups was conducted. On the other hand, the qualitative data were obtained from video recordings of the randomly selected individual student interviews. Both data sets supported similar findings from each other. The findings suggest that as a result of the computer aided instruction in a constructivist learning environment method, students'. academic achievement levels increased,. problem solving skills developed. attitudes toward computers improved, and. long term retention of educational outcomes extended.