Graphic Comprehension and Interpretation Skills of Preservice Teachers with Different Learning Approaches in a Technology-Aided Learning Environment

A one-group quasi-experimental design and survey methodology were used to investigate the effect of virtual laboratory practices on preservice teachers’ ( N  = 29) graphic comprehension and interpretation skills with different learning approaches. Pretest and posttest data were collected with the Te...

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Bibliographic Details
Published in:International journal of science and mathematics education 2017, Vol.15 (1), p.1-17
Main Authors: Çelik, Harun, Pektas, Hüseyin Miraç
Format: Article
Language:English
Subjects:
Achievement Gains
Data Interpretation
Education
Environment models
Graphs
Laboratories
Learning
Learning Strategies
Mathematics Education
Nonparametric Statistics
Preservice Teachers
Pretests Posttests
Quasiexperimental Design
Science Education
Skill Analysis
Skills
Teacher Surveys
Teachers
Thinking Skills
Virtual Classrooms
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Summary:A one-group quasi-experimental design and survey methodology were used to investigate the effect of virtual laboratory practices on preservice teachers’ ( N  = 29) graphic comprehension and interpretation skills with different learning approaches. Pretest and posttest data were collected with the Test of Understanding Kinematic Graphs. The Learning Approaches Scale was administered to the preservice science teachers to determine if they used an in-depth, superficial, or strategic approach. These data were analyzed using non-parametric statistics. The effect of virtual laboratory practices on these preservice teachers’ graphic comprehension and interpretation skills was evaluated, and a significant pretest–posttest gain for “Selecting the graphic related to the explanation of movement” was found. Suggestions are made to address the effects of teaching models and technology-integrated learning environments on students’ learning approach in science courses at different levels of education.
ISSN:1571-0068
1573-1774
DOI:10.1007/s10763-015-9667-9