The effect of simulation aid estimated observation explanation activities on students' physics learning conception on solid and liquid pressure

In this research, it was aimed to determine the effect of simulation-supported Prediction Observation Explanation (SSPOE) activities on solid and liquid pressure on the conceptions of learning physics of 10th grade students. In the research, a quasi-experimental design with pretestposttest control group, which is one of the quantitative research methods, was used. The sample of the study consisted of 50 people from 3 branches studying in the 10th grade in a technical and vocational high school in Afyonkarahisar province in the 2021-2022 academic year. The students in the Experimental 1 (E1) group carried out the SSPOE activities using a computer, and the students in the E2 group performed the activities using a smart board in the classroom. The students in the E3 group continued the current teaching process without using the SSPOE activities. Lessons were conducted by the same teacher and SSPOE activities lasted for 5 weeks. The data were collected through the Conceptions Of Learning Physics (COLP) scale before and after the application. In the analysis of the data, analysis of covariance (ANCOVA test) was performed. When the scores obtained by the students from the overall conceptions of learning physics scale are examined, it can be said that the SSPOE activities are not effective on the COLP. When the scores obtained from the COLP scale sub-dimensions are examined, in the sub-dimensions of "memorization" and "preparation for the exam"; It was determined that there was a significant difference between the groups in favor of E2 in the sub-dimensions of "understanding" and "creating a new perspective". It was determined that the method applied in the E1 group was more effective in developing the students' low-level conceptions of learning physics, and the method applied in the E2 group was more effective in developing the students' high-level conceptions of learning physics. It can be said that learning environments where students can be active but not individualized are more effective in improving students' conceptions of learning physics in a positive way. It is recommended to carry out studies to reveal the effect of cooperative learning environments on the conceptions of learning physics with qualitative data.