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

• 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
• ISSN: 1571-0068; 1573-1774
• DOI: 10.1007/s10763-015-9667-9

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.