Proceedings of the 7th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY (EDU'08)
Computer Assisted Education: Pre-service Teachers’ Ideas about Learning
and Teaching Physics
ALI AZAR, NILUFER DIDIS, OZGUR OZCAN*
Eregli Faculty of Education, Zonguldak Karaelmas University, 67300- Zonguldak
* Faculty of Education, Hacettepe University, 06800-Ankara
TURKEY
Abstract: - Computer usage in educational settings creates more attractive and effective learning environments. It
provides opportunity to students practicing, doing experiments, researching, solving problems etc. by their selves. In
addition, teachers could use computers in their lessons for these aims, and they also design effective course materials
which motivate students in lessons. In this study, pre-service physics teachers’ ideas about learning and teaching
physics by the assist of computers were examined. Qualitative data were obtained and analyzed. Categories obtained by
pre-service teachers’ ideas showed that they had some negative ideas in addition to the positive ideas about computer
assisted physics learning and teaching.
Key-Words: - Physics education, pre-service teachers, computer assisted education, learning, teaching
1 Introduction
3 Methodology
Educational technology is used to increase efficiency of
education in educational settings. Computer is one of the
important and powerful technological machines to
promote development of learning [1]. They are
indispensable elements for many people and institutions
in the society. Computers create more attractive and
effective learning environments. It provides opportunity
to students practicing, doing experiments, researching,
solving problems etc. by their selves. In addition,
teachers could use computers in their lessons for these
aims, and they also design effective course materials
which motivates students in lessons. When they are used
appropriately and effectively, computers enrich the
learning and teaching process [2]. In this study, preservice physics teachers’ ideas about learning and
teaching physics by the assist of computers were
examined.
70 pre-service physics teachers in a university were
asked what their ideas were about learning and teaching
physics by the assist of computers. The participants
wrote their ideas for the extended response questions
without limiting their explanations. Obtained qualitative
data were coded and analyzed by the researchers
independently and as a group. Categories were formed
from the data, and they were arranged in terms of both
“learning of physics as student” and “teaching of physics
as teacher”. Their positive and negative ideas about
computer usage presented in different tables.
4 Findings
Pre-service physics teachers presented many different
ideas about computer usage in learning and teaching
physics. Table 1, 2, 3 and 4 show their positive and
negative ideas about learning and teaching by the assist
of computer.
Table 1 shows the pre-service physics teachers’
positive ideas about learning physics by the assist of
computer. The categories were listed due to number of
students who stated that idea. As the categories showed,
many students use computers while learning because
computers provided visual elements for concepts. Their
other ideas are as follow: Computers make abstracts
more concrete, they provide auditory elements for the
physics concepts; Clear presentation; Computers provide
media similar to real settings; Time saving and giving
research opportunity.
2 Related Literature
Some researchers explained that the large portion of
teachers did not use technological materials, especially
computers [3]. It is also expressed teachers used
computers mainly for their administrative work instead
of educational aim [4]. Some research showed that
students had more positive attitude toward the computer
usage more than teachers [5, 6]. Many research
conducted with pre-service and in-service teachers
indicated their computer usage and beliefs, self-efficacy
beliefs, willingness etc. [4, 7-11].
ISSN: 1790-5109
126
ISBN: 978-960-474-029-1
Proceedings of the 7th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY (EDU'08)
8. Insufficiency of computers
9. Imagination/thinking
10. Boring
11. Searching in books
12. Difficult to gain attention
13. Problem solving
14. Studying with paper-pen/ by writing
Table 3. Pre-service physics teachers’ negative ideas
about learning physics by the assist of computer
LEARNING
(Positive ideas)
1. Provides visual elements for concepts (photograph,
animation, simulation etc.)
2. Making abstracts more concrete
3. Provides auditory elements for concepts (video)
4. Clarity
5. Providing media similar to real settings
6. Time saving
7. Research (internet, electronic media etc.)
Table 1. Pre-service physics teachers’ positive ideas
about learning physics by the assist of computer
Table 4 presents also some negative ideas. Most of
the students think same as in the learning dimension.
The other mostly explained statement is “insufficiency
of computers”. They clarified this statement by
indication of impossibility of teaching some concepts
with computers. Their explanations include insufficiency
of visual and auditory materials, difficulty of preparing
instructional materials etc. As it is similar with learning
dimension, they also had ideas about teaching as they
have learned. In other words, they indicated the
importance of step-by-step teacher explanation and faceto-face interaction.
Table 2 indicates that the pre-service physics
teachers’ positive ideas about teaching physics by the
assist of computer. Teacher candidates explained some
new statements which are different from “learning”
dimension. They stated computers were important for
gaining attention and motivation. In addition, they
explained computers improved the creativity of students.
TEACHING
(Positive ideas)
1. Provides visual elements for concepts (photograph,
animation, simulation etc.)
2. Important for motivation/gaining attention
3. Making abstracts more concrete
4. Improve creativity
5. Clarity
Table 2. Pre-service physics teachers’ positive ideas
about teaching physics by the assist of computer
TEACHING
(Negative ideas)
1. Observation and experimentation (by touching)
2. Insufficiency of computers
3. Teacher explanation (step-by-step)
4. Teacher-student interaction (face-to-face)
5. Discussion
6. Searching in books
7. Encourage lazzyness
8. No need
Table 4. Pre-service physics teachers’ negative ideas
about teaching physics by the assist of computer
Pre-service physics teachers’ positive ideas about
learning and teaching are almost in the same percentages
(~35%). In addition to their explanations, teacher
candidates indicated computers should be used carefully
and effectively.
Rest of 70 pre-service teachers, (~65%), have some
negative ideas about learning and teaching physics by
the assist of computers. As it is seen in Table 3, most of
the students indicated physics was learned by real
experimental processes such as stating hypothesis,
observation, getting data etc. Many of them also stated
they need teacher’s step by step explanation. In addition,
they added the importance of teacher-student interaction
in learning of physics.
5 Conclusion
Pre-service physics teachers stated their ideas about
computer assisted physics learning and teaching.
Although the positive ideas have smaller percentage than
the negative ones, the percentages of statements about
learning and teaching are similar. The smaller percentage
of the positive ideas may be result from being familiar
with traditional, teacher centered, direct teaching in their
lives.
One of the interesting statements is explanation of
some teacher candidates as computers are important for
gaining attention and motivation (similar with the
findings of ref. 3), however, some of them think that it
would be difficult to gain attention while learning by the
help of computers.
Identification of the ideas of teacher candidates is
important to facilitate their computer usage in lessons,
because many of them tend to use only for
administrative work [4]. By considering their positive
LEARNING
(Negative ideas)
1. Observation and experimentation (by touching)
2. Teacher explanation (step-by- step)
3. Teacher-student interaction (face-to-face)
4. Asking question
5. Discussion
6. Difficult to apply (technical)
7. Encourage lazzyness
ISSN: 1790-5109
127
ISBN: 978-960-474-029-1
Proceedings of the 7th WSEAS International Conference on EDUCATION and EDUCATIONAL TECHNOLOGY (EDU'08)
[11] MacArthur, C. A., & Malouf, D. B., Teachers’
Beliefs, Plans and Decisions about ComputerBased Instruction, The Journal of Special
Education, Vol.25, No.5, 1991, pp. 44-72
and negative ideas, computer assisted instruction should
be explained as a methodology in detail in methods of
teaching courses, and some applications should be done
in teacher –training periods. The teachers should educate
the individuals who could use new technologies and
make scientific decisions. In addition, opportunities to be
engaging with computers should be given to teacher
candidates. In all science lessons, technologic materials
should be used and the learning levels of students should
be increased by this way.
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ISBN: 978-960-474-029-1