DEVELOPING COMPUTER ASSISTED INSTRUCTION MATERIAL
ABOUT FOSSIL FUELS AND EVALUATION OF ITS
EFFECTIVENESS*
Necla DÖNMEZ-USTA1, Ümmü Gülsüm DURUKAN2
Abstract
The purpose of this study is to develop Computer Assisted Instruction (CAI) material
about fossil fuels based on constructivist learning theory and evaluate its effectiveness. The
study was conducted via quasi-experimental research design. The sample of the study
consisted of 46 third grade pre-service science teachers (PSTs) studying in Elementary
Science Teaching Department and taking “Special Topics in Chemistry” course. In the light
of findings obtained, while the participants in the experimental group explain fossil fuels
mentioning their formation process, the participants in the control group define fossil fuels as
source of energy or fuel/ kind of fuel. The PSTs who explained that fossil fuels were used as
the source of energy stated that they used fossil fuels mainly for heating and transportation.
The PSTs stated that using fossil fuels caused air / environmental pollution, acid rains,
depletion of ozone layer, and global warming and they made some suggestions in order to
prevent the occurrence of these problems. There is a difference between the PSTs’ pre-test
and post-test results regarding their definitions of fossil fuels, how to use them as the source
of energy and their effects on environment. It can be stated that awareness was developed
about the use of fossil fuels in favour of experimental group.
Key Words: Fossil fuels, Computer assisted instruction material, Pre-service science teachers, Energy resource
1Asst.
2
Prof. Dr., Giresun University, Faculty of Education
Res. Asst., Giresun University, Faculty of Education, Güre Campüs, Giresun, 28200 Turkey
*This study was supported by The Scientific Research Unit of Giresun University. (Project code: EĞT-BAP-A-220413-60)
1
Introduction
Fossil fuels (coal, oil, and natural gas) are used as the source of energy all over the world.
Fossil fuel reserves used as the primary source of energy are decreasing at the present time
and it is considered that fossil fuels will run out in near future. In addition to this, using fossil
fuels do harm to the environment and as a result, such problems as global warming,
greenhouse effect emerge. In order to overcome these problems, human beings have been
looking for alternative energy sources which are different and less harmful to the environment
to meet the increasing energy needs of the world. As a result of this condition, renewable
energy sources were explored and with the advancement of technology, it was easier to use
renewable energy sources.
Individuals who are responsible for the emergence of environmental problems must become
aware of their responsibilities to overcome these problems. Raising this awareness is only
possible with an effective environmental education (Altın, 2001). When the studies conducted
about the subject are examined, it is found that the studies carried out about renewable energy
sources tried to reveal participants’ awareness (Çelikler & Kara, 2011; Tortop, 2012) and
attitudes (Güneş, Alat & Gözüm, 2013; Zyadin, Puhakka, Ahponen, Cranberg & Pelkonen,
2012), knowledge (Zyadin et al, 2012; Tortop, 2012) and field trip - observations (Tortop,
2007; Tortop & Özek, 2013) were planned. Moreover, some studies are about some
environmental problems such as global warming (Sterman & Sweeney, 2002; Ekborg &
Areskoug, 2012, Shepardson, Niyogi, Choi & Charusombat, 2009; Kilinc, Stanisstreet &
Boyes, 2008), climate change (Shepardson et al., 2009; Spellman, Field & Sinclair, 2003),
greenhouse effect (Dove, 1996; Boyes & Stanisstreet, 1993), ozone layer deplation (Dove,
1996; Kaya, 2009) and acid rain (Dove, 1996; Marinopoulos & Stavridou, 2002). However, it
was determined that the studies conducted on fossil fuels which are the primary source of
energy and almost the main causes of environmental problems were limited. In a study
conducted about this subject (Dal, 2008), the attitudes of students aged between 14 and 16 and
teachers towards coal and oil were tried to be detected. It was revealed in this research that
concepts such as coal and oil were not precisely understood, the subject of fossil fuels was
taught to the students superficially during the courses. Therefore, it is considered that the
subject must be studied independently so that students can comprehend it better.
When the process of fossil fuel is considered, fossil fuels are an abstract subject for students.
Implementing computer-assisted education and teaching activities are effective in presenting
the content of abstract course/ subject via concretizing it. Thus, there are many studies which
2
reveal that computer assisted instruction (CAI) in chemistry education have positive effects
on students’ performance, conceptual understanding, and attitudes (Cavin, Cavin &
Lagowski, 1981; Geban, Aşkar & Özkan, 1992; Wasson, 1997; Ebenezer, 2001; Williamson
& Abraham, 1995; Burke, Greenbowe & Windschitl, 1998; Yang, Andre, Greenbowe &
Tibell, 2003; Kelly & Jones, 2007; Sanger, Phelps & Fienhold, 2000; Qian & Tinker, 2006;
Michel, Roebers & Schneider, 2007; Winberg, & Berg, 2007; Lim, 2006; Abdullah & Shariff,
2008; Arnold, Padilla, & Tunhikorn, 2009). However, it can be stated that CAI is not used
effectively and widely in teaching chemistry in our country. One of the most important
reasons in our country is that there are very few CAI materials developed in the field of
chemistry (Altın, 2001). Within this context, the aim of the study is to develop computerassisted instruction material based on constructivist theory about fossil fuels and to evaluate
the effectiveness of this material.
Method
The study was conducted via quasi-experimental design, one of the designs of experimental
research. Because university administration assign students to the classrooms according to the
points they get from the university entrance exam, it is not possible to appoint the students to
the experimental and control groups without being unbiased (Özmen, 2014), so the study
design was selected as quasi experimental research. The study was designed by benefiting
from control group pre-test/post-test design.
The Sample
The sample of the study consisted of 46 third grade PSTs
from two different classes
(experimental group/ Class A: 24 (EPST) and control group/ Class B: 22 (CPST)) studying in
Elementary Science Teaching Department of Education Faculty in a state university and
taking “Special Topics in Chemistry” course.
Data Collection Tool and Data Analysis
Five open ended questions about fossil fuels which are developed considering the content of
the course compose the data collection tool:
 What is fossil fuel? Please, explain.
 Are fossil fuels used as the source of energy? Please, explain. If your answer is yes,
exemplify the use of fossil fuels as the source of energy.
3
 Do fossil fuels as the source of energy do harm to the environment? Please, explain. If
your answer is yes, what can be done to prevent these damages?
 What are the advantages and disadvantages of using fossil fuels as the source of
energy? Please, explain.
 Discuss social and economic aspect of using fossil fuels.
While the data collection tool was developed, the views of an expert in science education, two
experts in chemistry education and an expert in physics education were taken. After the
piloting was carried out with three PSTs, the data collection tool was finalized.
The data was analysed using content analysis method. PSTs’ statements were coded and their
frequency values were determined. Furthermore, they were supported with direct quotes from
PSTs’ statements. While the quotes were presented, two-stage coding was used: (B-E1) or (AC1). In the first stage, B means before implementation and A refers to after implementation.
In the second stage, E refers to experimental group and C refers to control group. The
numbers demonstrate the PSTs in the groups.
Implementation Process
A CAI based on constructivist teaching was developed and the CAI material was
implemented with the experimental group preparing a lesson plan based on 4E teaching
model. Within this context, an in-class discussion was made on what fossil fuels are and
whether they will be a source of energy or not in the first stage of 4E teaching model called
engage. In the explore stage, students were asked to examine a newspaper page which
included the subjects related to fossil fuels. Drawing attention to the formation of fossil fuels,
another in-class discussion was made. In explain stage, following the videos and presentations
prepared, students were informed about the fossil fuels and their use. In extend stage,
environmental effects caused by fossil fuels were examined and global warming, one of these
effects, was emphasised. Suggestions to slow down/ stop global warming were discussed and
the Kyoto Protocol was mentioned. Moreover, each stage was supported with videos and
presentations and an opportunity was provided to give immediate feedback in case students
needed. The control group in the same lesson hour was given information about fossil fuels
via direct teaching.
4
Findings
The data, the questions asked respectively and the responses of both the experimental group
and the control group were presented together. The PSTs’ responses about the definition of
fossil fuel were presented in Table 1.
CPSTs
EPSTs
Table 1. Responses of the PSTs on definitions of fossil fuels
Pre-test
Fuels formed by natural processes
Fuels obtained from wastes/ remains
Materials aged and buried underground
Fuels obtained from the nature and go
under chemical process
Burnt fuels formed in the nature on their
own
Fuels giving harm to the environment
Fuels which make people’s everyday life
easy
Non-renewable source of energy
No explanation
Fuels formed by natural processes
Coal, oil, and natural gas
Non-renewable source of energy
Fuels obtained from wastes/ remains
Materials aged and buried underground
Fuels giving harm to the environment
Fuels consisting of chemicals substances in
their structure
Fuels which emerge by obtaining from the
nature
f
12
3
3
1
Post-test
Fuels formed by natural processes
Non-renewable source of energy
Coal, oil, and natural gas
f
15
8
1
Fuels formed by natural processes
Coal, oil, and natural gas
Non-renewable source of energy
Fuels obtained from wastes/ remains
Mineral fuels consisting of hydrocarbon
Converted energy
No explanation
8
9
1
1
1
1
1
1
1
1
1
1
9
5
1
1
3
1
1
1
It is presented in Table 1 that the EPSTs usually defined fossil fuels as fuels formed by natural
processes. Before the implementation, the EPSTs gave the following responses: “After the
living beings that existed millions of years ago died, the fat in their body reached today in the
form of fossil fuels. Oil and coal can be given as examples (B-E2)” and “Fuels which were
formed from fossils that are remains. Anthracite coal (hard coal) can be given as an example
(B-E25)”. After the implementation they stated, “after the living beings who existed in the
world millions of years ago died, they were slowly converted to oil, natural gas, lignite
(brown coal) under high temperature and high pressure (A-E2)” and “swamp, remains of
plants and fossil remains are affected with pressure and temperature under the layers of the
earth. The materials which are formed due to the chemical and physical changes which occur
as a result of pressure and temperature form the fossil fuels (A-E15)”. Under the code of nonrenewable energy sources, before the implementation the following responses were given by
the EPSTs: “sources that will run out their reserves (B-E9)” and after the implementation,
“they are formed from fossilised animals and plants and they may run out within time (AE29)”
5
Before the implementation, CPSTs defined fossil fuels with the following statement under the
code of fuels formed through natural processes. “Fossils trapped beneath the layer go
through certain phases and as a result, they produce energy (B-C3)”, “dead animals and
plants decay under a certain pressure and temperature and convert into fuels (B-C13)” and
“they are the remains under the layers of the earth which were exposed to temperature,
moisture, and pressure (B-C28)”. The responses of the CPSTs after the implementation were
as follows, “Due to the changes with dead animals and plants buried under the ground, these
deposits become fossil fuels (A-C3)”, “A fuel formed from the remains of living beings under
the temperature and pressure (A-C13)” and “fuels formed because of the physical and
chemical reactions in the Earth’s crust (A-C26)”. A considerable amount of the CPSTs
defined fossil fuels as coal, oil, and natural gas. The CPSTs who defined fossil fuels as nonrenewable energy sources expressed their views like that: “sources which will run out their
reserves (B-C9)” and “mineral fuels are non-renewable energy sources (A-C20)”. Moreover,
the CPSTs who defined fossil fuels as fuels obtained from wastes/remains stated, “…fuel
obtained from the materials formed from some wastes that existed millions of years ago (BC22)” and “energies which were extracted from the ground and converted into other energies
which were trapped in the ground for millions of years (A-C27)”. The PSTs’ views on the use
of fossil fuels as the source of energy and the examples they gave about the use of fossil fuels
as the source of energy were presented in Table 2.
Table 2. The PSTs’ views on the use of fossil fuels as the source of energy and the examples
they gave about the use of fossil fuels as the source of energy
CPSTs
EPSTs
Pre-test
being a source of energy
heating
transportation
available
being a source of energy
heating
transportation
available
types of
fossil fuel
Petroleum
EPSTs
The examples they gave about the
use of fossil fuels as the source of
energy
The views on the use
of fossil fuels as the
source of energy
Theme
Coal
Gasoline
Natural gas
Fuel oil
where do you
use it
transportation
generating
electricity
obtaining fuel
heating
transportation
heating
obtaining
energy
-
f
Post-test
f
3
14
5
7
13
6
1
5
being a source of energy
heating
generating electricity
transportation
being a source of energy
heating
generating electricity
available
No explanation
types of fossil
where do you
fuel
use it
Diesel fuel
transportation
generating
electricity
Gasoline
transportation
Petroleum
heating
transportation
industrial
Coal
heating
24
8
4
6
11
5
1
7
2
f
17
2
1
22
4
10
1
1
generating
f
2
1
5
9
22
3
24
5
6
Lignite
anthracite
Diesel fuel
No explanation
Petroleum
Coal
CPSTs
Gasoline
Natural gas
Lignite
heating
transportation
7
1
2
1
3
Natural gas
Fuel oil
transportation
heating
transportation
heating
-
8
4
11
6
1
8
3
Gasoline
Petroleum
generating
electricity
heating
6
1
Natural gas
1
4
Lignite
No explanation
Lignite
Coal
No explanation
electricity
heating
heating
industrial
industrial
obtaining
energy
transportation
heating
transportation
industrial
heating
generating
electricity
heating
heating
--
17
2
1
5
4
1
6
4
5
1
15
3
5
11
5
3
6
1
In Table 2, the PSTs participating in the study stated that fossil fuels could be used as the
source of energy in different ways. The EPSTs’ views about using fossil fuels as the source
of energy increased after the implementation. Moreover, it is revealed that the EPSTs who
said yes to its use as the source of energy did not make any explanations before the
implementation; however, after the implementation, they stated that fossil fuels were used for
the purposes of heating, generating electricity, and transportation. Regarding the CPSTs, there
is not a significant difference between the responses given before and after the
implementation. The PSTs in both groups listed various types of fossil fuels and they stated
that these fossil fuels were usually used for the purposes of transportation, heating, and
generating electricity (Table 2). The SSTs’ views about the harms caused by using fossil fuels
as the source of energy on the environment, suggestions to prevent their damages, and the
candidates’ views about using fossil fuels as the source of energy not being harmful to the
environment were presented in Table 3.
7
Table 3. The PSTs’ views about the harms caused by using fossil fuels as the source of energy on the environment, suggestions to prevent their
EPSTs
CPSTs
EPSTs
CPSTs
EPSTs
CPSTs
Using fossil fuels as
Suggestions to prevent the harms caused by the
the source of energy
Damages caused by fossil fuels as the source of
fossil fuels as the source of energy on the
do not harm the
energy on the environment
environment
environment
damages, and views about using fossil fuels as the source of energy not being harmful to the environment
Pre-test
Dispersion of harmful gases
Causing air pollution
Effects on human beings / living beings
CO and CO2 emission
Acid rains
Global warming
Depletion of ozone layer/ damaging ozone layer
No explanation
Dispersion of harmful gases to the environment
Causing environmental pollution
Effects on human beings / living beings
Emission of CO2
Causing air pollution
Acid rain
Greenhouse effect/ forming greenhouse gases
Depletion of Ozone layer/ damaging it
No explanation
Filtering
Raising awareness of society
Using means of public transportation
Reducing emission using leaded/unleaded petrol
No explanation
----Filtering
Renewable energy sources must be preferred
Raising awareness of the society
Using means of public transportation
Use of technology
Using alternative fuels/ energy sources
No explanation
f
14
10
6
3
2
1
1
2
10
5
5
3
6
7
2
2
2
16
5
1
3
13
Does not damage the environment / the nature
We use them in our daily life which is the harmless side
Fossils can damage the environment
Does not damage the environment / the nature
4
1
1
8
2
7
1
2
4
4
Post-test
Dispersion of harmful gases
Causing air pollution
Effects on human beings / living beings
CO2 emission
Acid rains
Global warming
Depletion of ozone layer/ damaging ozone layer
Green house effect / forming greenhouse gases
Dispersion of harmful gases to the environment
Causing environmental pollution
Effects on human beings / living beings
Emission of CO2
Causing air pollution
Acid rain
Global warming
Depletion of Ozone layer/ damaging it
No explanation
Filtering / Putting filters on chimneys and exhausts
Raising awareness of society
Using means of public transportation
Renewable energy sources must be preferred
Building factories outside the city
Forestation
Planned urbanization
Use of technology
Inadequate explanation
Filtering / Putting filters on chimneys and exhausts
Renewable energy sources must be preferred
Raising awareness of the society
Using means of public transportation
Building factories out side the city
Using alternative fuels/ energy sources
Conversion must be done
No explanation
---
f
21
20
12
6
7
1
8
4
11
3
3
1
9
3
1
2
2
24
8
3
6
1
1
1
1
1
11
2
7
1
2
1
1
5
Does not damage the environment / the nature
1
2
8
Such responses as “Gases harmful to the environment can be dispersed from the plants
during the processing of fossil fuels (B-E10)” reveal that among the dangers of using fossil
fuels, there are EPSTs who stated that gases harmful to the environment was dispersed. The
EPSTs stated that fossil fuels could cause air pollution: “Excessive, uncontrolled, and
unconscious use of fossil fuels can damage the environment, pollute air (A-E34)”. They listed
the other harms of fossil fuel as its effects on the health of human beings/ living things, CO2
emission, acid rains, damage on ozone layer, and greenhouse effect. It was found that after the
implementation the EPSTs’ frequency of using these codes increased; however, a specific
difference was not observed with the CPSTs’ frequency of using these codes in after the
implementation (Table 3).
While the EPSTs were making suggestions such as filtering, raising awareness of the society,
and using means of public transportation before the implementation, after the implementation
in addition to these suggestions, they recommended that renewable energy sources and
technology should be used, trees should be grown, urban planning should be promoted, and
factories should move out of the city. While the CPSTs were making recommendations such
as using technology, filtering, raising awareness of the society, using means of public
transportation, using renewable energy sources, and using alternative fuels/ energy sources
before the implementation, in addition to these recommendations, they suggested that
factories should move out of the city and conversion must be done after the implementation. It
is remarkable that the CPSTs suggested the use of technology before the implementation with
the following statement: “Techniques must be used and developed to reduce the harmful
gases(B-C11)” and the EPSTs made a similar suggestion after the implementation: “A
machine which can prevent the formation of harmful gases or store these gases can be
manufactured (A-E19)”. A CPST who suggested that conversion must be done explained this
situation with the following statement: “the wastes produced from the fuels must not be
released into the rivers or seas; they must be treated to be used onsite or a way to dispose
them must be found (A-C26)”. Regarding alternative fuel/energy sources, the PSTs usually
stated that natural gas must be used in place of coal. The CPSTs who suggested raising
awareness of the society usually mentioned that high quality coal should be used. A EPST
who made inadequate explanation opined that adequate, “controlled and necessary measures
must be taken. (A-E34)”. It was revealed that the EPSTs thought that using fossil fuels did not
do harm to the environment before the implementation but they changed their ideas after the
implementation (Table 3). Before the implementation, such responses of the EPSTs as “Fossil
fuels are not harmful to the environment. Because the natural ones do not contain sulphur
9
dioxide, they do not do harm to the environment (B-E34)”, “they are not harmful to the
environment because they are renewable and harmless (B-E4)”, “If the coals is of high
quality, it does not emit such harmful gases (B-E8)”, “ Natural gas is also a kind of fossil fuel
but when it is burnt, it does not emit harmful gases (B-E9)” and “We use coal for heating and
oil and diesel fuel while travelling by cars to make our life easier (B-E25) revealed that they
were not harmful to the environment and even with expressions such as, “Fossils formed in
the nature can harm the environment in time. So, they are useful if they are consumed
consciously (B-E6)”, they stated that fossils can damage the environment. The CPSTs stated
that fossil fuels did not do harm to the environment with the following statements, “Natural
gas does not harm the environment because when it burns, it does not emit CO or sulphur to
the environment. It does not form sand, smoke, or soot (B-C18)”, but after the
implementation, their opinions did not change: “because they are natural sources resources
(A-C28)” and “its primary material is fossils (A-C36)”. The PSTs’ views about the
advantages and disadvantages of using fossil fuels as the source of energy were presented in
Table 4.
It is revealed that the PSTs explained the advantages and disadvantages of fossil fuels within
various fields both before the implementation and after the implementation (Table 4). There
were some EPSSTs who could not make any explanations before the implementation but it
was found that all the EPSTs expressed their opinions about the topic after the
implementation. The EPSTs listed the advantages of fossil fuels as easy to obtain, using as the
source of energy, being economical, being easy to use, being widely used, providing
opportunities for machine utilization, and not causing environmental pollution. After the
implementation they stated such advantages as occurring extensively in the nature, being
stored, and low cost. The disadvantages of fossil fuels before the implementation were listed
as effects on human health, not causing environmental pollution, acid rains, and nowrenewable energy sources, but after the implementation in addition to these, they were listed
as global warming, greenhouse effect, damaging ozone layer, and damaging the natural life
(“pipelines prevent animal migration (A-E17)”). While the CPSTs expressed similar opinions
about the advantages of using fossil fuels with the EPSTs before the implementation, in
addition to these opinions they added that they were reliable, clean and they made life easier.
The CPSTs stated the similar opinions like the EPSTs as the disadvantages of using fossil
fuels after the implementation. There was not a specific change with the opinions of the PSTs
in these groups except for their opinions which expressed that they caused air pollution and
damaged the natural life.
10
Table 4. The PSTs’ views about the advantages and disadvantages of using fossil fuels as the source of energy
Pre-test
CPSTs
EPSTs
Advantages
f
Post-test
Disadvantages
f
Advantages
f
Disadvantages
f
Found in the ground / exists in
the nature
Cheap to obtain/ low cost
10
Not found everywhere
2
17
12
Reduces the dependence on
outside financial sources
Storable
2
Easy to obtain
Source of energy
Economical
11
10
14
Provides heating
Easy to use
Reliable
Provides job opportunities
6
7
4
1
Effects on human health /
living things
Causes environmental
pollution
being dependent on outside
financial sources
Global warming
Unconscious use
Can run out at any time (nonrenewable energy source)
Causes air pollution
Greenhouse effect
Acid rain
Damages natural life
Damages ozone layer
No explanation
5
No explanation
11
Use of machines
7
Effects on human health
5
Does not cause environmental
pollution
Its extraction is important
because of county’s economy
Can be obtained easily
The source of energy
Economical
4
Causes environmental
pollution
being dependent on outside
financial sources
Acid rain
20
Can run out at any time (nonrenewable energy source)
2
Provides heating
Easy to use
Widely used
3
4
4
No explanation
Cheap to obtain/ low cost
1
10
Widely used
1
5
3
8
1
3
7
24
4
2
3
11
11
2
3
2
1
1
7
No explanation
Cheap to obtain/ low cost
2
9
Acid rain
Damages natural life
1
1
1
No explanation
Effects on the health of
human beings / living things
Costly to obtain
1
Easy to use
1
1
Widely used
5
Causes air pollution
20
Widely used
1
Easy to obtain
3
1
Easy to obtain
2
Makes life easier
Economical
Source of energy
Reliable
Clean
1
2
7
3
1
Can run out at any time (nonrenewable energy source)
Acid rain
1
Makes life easier
Provides heating
Source of energy
Reliable
Renewable
1
1
5
2
1
Effects on the health of
human beings / living things
Causes environmental
pollution
Can run out at any time (nonrenewable energy source)
No explanation
Global warming
Causes air pollution
Found in the ground / exists in
the nature
Storable
8
Found in the ground / exists in
the nature
Economical
3
1
12
3
1
2
6
5
11
The PSTs’ views about the social and economic effects of using fossil fuels as the source of
energy were presented in Table 5.
Table 5. The PSTs’ views about the social and economic effects of using fossil fuels as the
source of energy
Social aspect
No explanation
Effects on human
health
Makes life easier
f
17
13
Social aspect
No explanation
Causes air pollution
1
Still used by the
developing countries
Renewable
1
Plants provide job
opportunities
1
Prospers the country
they are found
3
2
1
1
CPSTs
EPSTs
Strengthens the
relations between the
countries
Causes wars
Pre-test
f
Economic aspect
20 No explanation
1
Economical
No explanation
It pollutes the
environment , affects
human health
Makes life easier
14
1
No explanation
Not being economical
7
11
1
1
Most frequently used
source of energy
6
Plants provide job
opportunities
Prospers the country
they are found
being dependent on
outside financial
sources
2
1
Post test
f
Economic aspect
18
No explanation
1
Need for more energy
f
23
2
Harmful to the
environment
Most frequently used
energy source
2
Low cost
7
4
Does not need
technology
1
When the
environment is clean,
the quality of
people’s life
improves in a positive
direction
Strengthens the
relations between the
countries
Can form
transnational
competition
Makes life easier
1
Being dependent
6
1
Plants can be
established with little
expense
Invest in renewable
energy
1
2
12
1
Plants provide job
opportunities
Prospers the country
they are found
No explanation
Economical
Not being economical
2
Low cost
1
5
No explanation
5
No explanation
Brings the society to
a certain level of
development
Harmful to the
environment
Most frequently used
source of energy
Makes life easier
1
1
2
2
1
16
1
2
The EPSTs explained the social aspect of using fossil fuels with such conditions as effects on
human health, making life easier, strengthening the relations between the countries, and
causing wars (“for example, because is abundant in eastern countries, these regions may be
occupied by other countries (B-E19)”). After the implementation, in addition to the EPSTs’
previous views, they mentioned conditions such as causing air pollution and the most
frequently used source of energy. The CPSTs expressed their opinions on social aspect as
effects on human health, polluting the environment, and the most frequently used source of
energy both before the instruction and after the instruction. The number of PSTs who did not
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make any explanations for the social aspect of using fossil fuels in both groups before and
after the implementation draws attention.
The EPSTs’ views on the economic aspect of the use of fossil fuels usually involve its being
cheap. The EPSTs who stated that fossil fuels enriched the country where they are found also
stated that we could become dependent on outside sources, “there are renewable energy
sources, there are studies on them, and there are productions of them. But still fossil fuels are
mostly used. And this increases the dependence on outside sources. For example, we purchase
natural gas from outside sources (A-E16)”. Moreover, when the harms of fossil fuels were
taken into consideration, they sated that investments should be made in renewable energy
sources. Although many PSTs did not express their views about this topic before the
implementation, it was found that after the implementation this number dropped to only one
PST. In parallel with the EPSTs’ views, the CPSTs stated that fossil fuels were economical
and they enriched the country where they existed. One CPST stressed being dependent on
outside sources and stated, “if we do not have this system within the boarders of a country,
economic problems can occur (B-C22)”. It was observed that the number of PSTs who did not
express their opinions about this topic before the implementation was almost the same as the
number of PSTs who did not express their opinions about this topic after the implementation.
Discussion and Results
This study aimed at developing a CAI material and evaluating its effectiveness and the
material was practised with thePSTs. The findings reveal that that there was a difference
between the pre-test and post test results of the PSTs with regard to their definition of fossil
fuels, their explanations about how they are going to be used as the source of energy and the
effects of fossil fuels on the environment. When the findings are examined, it can be stated
that between the EPSTs and CPSTs, awareness was developed in favour of EPSTs with regard
to the expressions intended for the definition of fossil fuels and their use. In this regard, it can
be stated that the use of CAI material was effective during the implementation.
Taking into consideration the formation of fossil fuels after the implementation, the EPSTs
defined fossil fuels and stated that they were non-renewable energy sources; however, it is
revealed that the CPSTs still did not have clear views on the structure of fossil fuels (for
example; the expression of mineral fuel) and they defined fossil fuels as coal, oil and natural
gas. This condition can be interpreted as a result of visualization of the subject and in-depth
study of the topic in itself. Thus, Dal (2008) in his study suggested that such concepts as coal
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and oil were not understood very well and the reason was that the topic was taught
superficially. It was revealed that the PSTs stated that fossil fuels could be used as the source
of energy, but they could not tell the other areas of utilization of fossil fuels apart from
heating and transportation.
It is found that the PSTs consider the use of fossil fuels as harmful to the environment.
However, it draws attention that they can not make enough suggestions to prevent these
harms. Assigning the PSTs various project works to form suggestions for this topic can be
discussed. Moreover, it can be stated that some PSTs raised awareness of such global issues
which were mainly caused by the use of fossil fuels as global warming, acid rains, and
greenhouse effect. The PSTs could explain the advantages and disadvantages of the use of
fossil fuels; however, they could not express opinions about the economic and social aspects
of using fossil fuels by taking into consideration these advantages and disadvantages.
Accordingly, it is suggested that the attention of the PSTs in both groups should be drawn
more to the social and economic aspects of using fossil fuels and lesson plan should be
supported with different activities about this topic.
14
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