Technology-Based or Hands-On in Learning of the Concept of Pressure
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Published
May 29, 2025
Abstract
The aim of this study is to determine the effects of simulation and a real lab experiment on the academic achievement of 8th grade students on the subject of Pressure in the Science lesson by using the learning cycle model and to determine student opinions about the interventions. In this study, a mixed research model, that combines both qualitative and quantitative methods, was implemented to ensure a comprehensive analysis of the research problem. A pre-test post-test control group experimental study was used in the quantitative part of the study, while a structured interview form was used in the qualitative part. One experimental group (N=48) and one control group (N=44) participated in this study. During the exploration phase of the learning cycle model, the experimental group utilized simulations, while the control group conducted a physical laboratory experiment. The academic achievement test, consisting of 20 multiple-choice questions, was administered at the beginning and end of the lesson. Its average difficulty is 0.711, the discrimination index is 0.404, and the KR-20 internal consistency coefficient is 0.73. The interview questions consisted of 3 open-ended questions. According to the findings, students who explore simulation techniques show a greater increase in academic achievement than those who engage in real lab experiments.
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Keywords
Technology-Based Learning, Simulation Experiment, Hands-On Experiment, Laboratory Experiment
Supporting Agencies
No funding sources declared.
References
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Eren, C. D., Bayrak, B. K., & Benzer, E. (2015). The examination of primary school students’ attitudes toward science course and experiments in terms of some variables. Procedia - Social and Behavioral Sciences, 174, 1006-1014. DOI: https://doi.org/10.1016/j.sbspro.2015.01.1245
Erlin Eveline, J., Wilujeng, I., & Kuswanto, H. (2019). The Effect of scaffolding approach assisted by phet simulation on students’ conceptual understanding and students’ learning independence in physics. Journal of Physics: Conference Series. DOI: https://doi.org/10.1088/1742- 6596/1233/1/012036
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Gibbons, N. J., Evans, C., Payne, A., Shah, K., & Griffin, D. K. (2004). Computer simulations improve university instructional laboratories. Cell Biology Education, 3, 263-269. DOI: https://doi.org/10.1187/cbe.04-06-0040
Hart, C., Mulhall, P., Berry, A., Loughran, J., & Gunstone, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655-675. DOI: https://doi.org/10.1002/1098-2736(200009)37:7<655::AID-TEA3>3.0.CO;2-E
Hawkins, I., & Phelps, A. (2013). Virtual laboratory vs. traditional laboratory: Which is more effective for teaching electrochemistry? Chemistry Education Research and Practice, 4, 354-636. DOI: https://doi.org/10.1039/C3RP00070B
Hensen, C., Glinowiecka-Cox, G., & Barbera, J. (2020). Assessing differences between three virtual general chemistry experiments and similar hands-on experiments. Journal of Chemical Education, 97(3), 616-625. DOI: https://doi.org/10.1021/acs.jchemed.9b00748
Hofstein, A. (2004). The laboratory in chemistry education: Thirty years of experience with develpoments, implementation, and research. Chemistry Education Research and Practice, 5(3), 247-264. DOI: https://doi.org/10.1039/B4RP90027H
Hofstein, A. (2017). The role of laboratory in science teaching and learning. In T. K. S. & A. B. (Eds.), Science Education - An International Course Companion, Sense Publishers (New Directions in Mathematics and Science Education) (pp. 357-368). DOI: https://doi.org/10.1007/978-94-6300-749-8_26
Hofstein, A., & Lunetta, V. N. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201-217. DOI: https://doi.org/10.2307/1170311
Humpherys, S. L., Bakir, N., & Babb, J. (2022). Experiential learning to foster tacit knowledge through a role play, business simulation. Journal of Education for Business, 97(2), 119-125. DOI: https://doi.org/10.1080/08832323.2021.1896461
Husnaini, S. J., & Chen, S. (2019). Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. Physical Review Physics Education Research, 15(1). DOI: https://doi.org/10.1103/PhysRevPhysEducRes.15.010119
Hussain, S., Shah, A. A., Syeda, Z. F., & Sarwar, M. (2018). Self-assessment of students’ anxiety during high stake laboratory work examinations. Journal of Education and Educational Development, 5(2), 146-161. DOI: https://doi.org/10.1007/978-3-319-69902-8_90-1
Joao, J., & Clara, C. (2007). Virtual laboratories and M learning: learning with mobile devices. Proceedings of International Multi-Conference on Society, Cybernetics and Informatics, 275-278. https://core.ac.uk/download/pdf/55607753.pdf
Karpudewan, M., & Meng, C. . (2017). The effects of classroom learning environment and laboratory learning environment on the attitude towards learning Science in the 21st-century Science lessons. Malaysian Journal of Learning and Instruction, 25-45. DOI: https://doi.org/10.32890/mjli.2017.7795
Kerr, M. S., Rynearson, K., & Kerr, M. C. (2004). Innovative educational practice: Using virtual labs in the secondary classroom. The Journal of Educators Online, 1(1), 1-9. DOI: https://doi.org/10.9743/JEO.2004.1.3
Kırılmazkaya, G., & Dal, S. N. (2022). Effect of hands-on science activities on students’ academic achievement and scientific attitude. International Journal of Education and Literacy Studies, 10(4), 56-61. DOI: https://doi.org/10.7575/aiac.ijels.v.10n.4p.56
Lee, I., & Park, J. (2021). Student, parent and teacher perceptions on the behavioral characteristics of scientific creativity and the implications to enhance students’ scientific creativity. Journal of Baltic Science Education, 20(1), 67-79. DOI: https://doi.org/10.33225/jbse/21.20.67
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How to Cite
Türkmen, H., & Öz, Şahsenem. (2025). Technology-Based or Hands-On in Learning of the Concept of Pressure. Science Insights Education Frontiers, 28(1), 4577–4597. https://doi.org/10.15354/sief.25.or765
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