The Factors that Affect Computer Assisted Education Implementations in the Chemistry Education and Comparison of Traditional and Computer Assisted Education Methods in REDOX Subject

Abstract

The objective of the research is to learn if learning level of the university students in redox subject of chemistry education change when they use traditional learning method and computer supported method, and to compare these two methods by measuring their success through pre- test and final test. And also some factors that may affect the students and the implementations such as attitudes of the students towards computer their geometrical imagination capabilities, learning methods were searched. With this aim the students are divided into control and experiment group randomly. After the applications, it is observed that these factors (attitudes towards computer, geometrical imagination capability and learning styles) did not affect the student success so much. Above these, after the computer assisted applications it is observed that in the control group there is a difference about % 48 between pre and post tests. Also, it is observed that the geometrical imagination capabilities of the control group students are better than the experiment group. But in spite of these, it is observed that, in the experiment group, the increase in the success is more than the control group. Preface In all science and chemistry lessons in the education processes, it is possible to access instantly to the studies of the education institutions which make researches about the lessons in which internet is used and also it again possible to use the teaching means prepared by these institutions using such implementations for the purpose of education. Usage of the educational tools, diversifying the information given, their repeatability and showing the chemistry experiments in the cyber world which were not performed due to different reasons affect the sucess of students in chemistry education. One of the methods that teachers use most is simple expression method. In simple expression is a method, any teacher or any other one instead of him/her conveys the information about an issue to the active students who sit and listen to him/her. This method was used alone in the schools for many years. It causes the students to sit passively and do not let them ask any questions. Another method is 'Question- answer' method, which was develeped to eliminate the tediousness of simple expression method and to incerase effectiveness of education. Question- answer method means to ask question to get an answer. The teachers who make the neceassary preparations before use this method more successfully. In order to implement this method better, the teachers should let the students to ask questions, and objectives and directions of teaching should depend on the student questions. In the demosntration method, it is the teacher who is active and who makes the experiment, demonstates and explain the issues. The students take the prepared information like listeners. On the other, as this method stimulates more sense organs and attracts the attention of the students, it is accepted as a way that facilitates learning (Bayramli, 2000). Sample event method makes the student be aware of the real life problems. Implementing the principles and concept which were learnt before, the gaps between theory and practice is filled. Its biggest benefit is that it helps the students to implement in a real situtation what they know and conceived in the lessons. It makes students active in the lessons (Sonmez, 1986). Experiment method is a method in which students fallow the lessons in the labaratories or special classes individually or in small groups through observation and experiment technics. In the labaratories, the students should do the work themselves, the teachers should only help and instruct them. In the demonstraiton method, the teacher explains some issues in the class, laboratory and workshop by using some means and tools. Computer was used in the chemistry education as it is used in other fileds and took its place as computer education in the school schedules. In the Computer Assisted Learning, teachers can use computers in different place and time accoding to the software and hardware opportunity of computers and charecteristics of the students as well as the features of the issues. This usage types can be; repitition, assessment, practice, implementation and subject learning. Programs in CAL can be implemented as practice repitition, mutual learning, problem solving and comparision (Demirel, 1996).