A Comparison of the Effects of Laboratory Method and Computer Simulations to Avoid Misconceptions in Physics Education

Abstract

This study seeks the answer to the question “Is computer assisted physics education as effective as laboratory assisted physics education in overcoming students’ misconceptions?” ”Force and motion” is chosen to be issued in the study. 48 students studying sciences in the 10th grade of Ankara-Altındag Esenevler Anatolian High School constitute the sample group of the study. Pre-test/Post-test group design is used in the study. The study is carried on by experimental and control groups from random classes. Survey data is derived from pre and post misconception tests. In data analysis, arithmetic mean, standard deviation and ttest were used. As a result of the study, it was concluded that there is significant difference between the effects of laboratory assisted and computer assisted education in overcoming misconceptions for the good of computer assisted education.