The effects of teaching methods on preservice teachers knowledge about basic astronomy subjects
Article Sidebar
Main Article Content
Abstract
The purpose of this study is to explore the learning effect related to different teaching methods (computer assisted instruction and 5E learning cycle model) on basic astronomy subjects of preservice teachers. In this research the pretest-posttest experimental design was used. The working group consists a total of 78 preservice teachers who were studying different departments (41 Classroom Education, 37 Science Education) of Erciyes University in the fall semester 2016-2017 academic year. Astronomy Knowledge Test which was developed by Tascan (2013) was used for data collection tool. For the analysis of the data; two-way ANOVA and the descriptive statistics were conducted and the findings were interpreted with respect to each research question. The significance level was taken as .05 for the comparisons. Two-way ANOVA results revealed that, the main effect for teaching method and program type interaction were not significant. Suggestions have been developed in the direction of the obtained results.
Keywords: Astronomy education; computer assisted instruction; 5E learning cycle model; preservice teacher.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).