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The purpose of the present study was to determine how pre-service teachers’ academic achievements changed in explanatory simulation based experiments (eSime) and wet laboratory experiments (Wle) in science and technology laboratory application course. In this research an experimental design including a pre-test and a post-test group approach was us...
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Nowadays increasing importance of science process skills and laboratory approach in science education requires the acquisition of scientific process skills that teachers should have been gained those skills during pre-service training courses to transfer their students. Peer instruction, which results in effective outcomes for concept teaching rece...
Citations
... Simulation can help students in understanding the meaning of the scientific knowledge, concepts and facts for students'. Virtual simulation contributes to student teachers in professional development, and provides an understanding of science in science teaching and teacher training programs [10]. Indicate that the use of virtual media can change the conception of learners who have misconceptions through in-depth restructuring concept, Besides virtual media can also give way scientific reasoning in studying the concept of thermal expansion and heat transfer [11].Based on the analysis, findings and discussion that has been presented, it can be concluded as follows: 1. Media developed virtual simulation effectively remediate misconceptions students on the material phase transition. ...
The study aims to increase a microscopic virtual simulation (MVS) for the media in changing physics learning-oriented students' conceptions on the material phase transition. One approach to change students' conceptions is to use cognitive conflict strategy simulation-aided virtual media. However, virtual simulation of changing students' conceptions on the material phase transition is still very limited, so need to be developed. The total sample in this research in 40 students (19-21 years old) and this study was conducted using a mix method with the design of embedded experimental models. The results of this study are the product MVS phase transition in the form of software and the results of the implementation of virtual media on learning physics simulation model shows that the media ECIRR virtual simulation developed in this study could change students' conceptions. It can be seen from a comparison of the average Gain normalized and quantity misconceptions before and after the use of MVS on students who have misconceptions. Judging from the consistency of students' conceptions that are in the category of Self-Consistent, it can be concluded that the misconception of students is completely remediated. MVS expected positive response from the students’ they experience that the media developed virtual simulations can help them understand the material phase transition.
