Effectiveness of Technological Design on Elementary Student Teachers' Understanding of Air Resistance, Gravity, Terminal Velocity and Acceleration: Model Parachute Race Activity

Autor/inn/en	Aydin, Mirac; Bakirci, Hasan; Artun, Huseyin; Cepni, Salih
Titel	Effectiveness of Technological Design on Elementary Student Teachers' Understanding of Air Resistance, Gravity, Terminal Velocity and Acceleration: Model Parachute Race Activity
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 14 (2013) 1, Artikel 2 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Elementary School Teachers; Student Teachers; Educational Technology; Scientific Concepts; Physics; Learning Activities; Instructional Effectiveness; Design; Computer Uses in Education; Web Sites; Semi Structured Interviews; Concept Mapping; Foreign Countries; Student Journals; Qualitative Research; Turkey + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Unterrichtsmedien; Physik; Lernaktivität; Unterrichtserfolg; Computernutzung; Web-Design; Concept Map; Ausland; Studentenzeitung; Qualitative Forschung; Türkei
Abstract	Educational research maintains that, teaching science through designing technology has significant educational potential. Although the literature emphasizes that making technological designs is beneficial for students, it is stressed that studies about technological design generally focus on mental structures rather than hand skills of students and learning by doing and experience. In this study, we tried to determine the effect of a "Model Parachute Race" activity on elementary student teachers' levels of understanding of concepts such as air resistance, gravity, terminal velocity and acceleration using a qualitative methodology. In this context, elementary student teachers' levels of understanding of concepts were determined before and after the activity, and change was revealed through analyzing the difference between them. It was found that elementary student teachers learnt science concepts better during technological design process than during traditional science lessons. In addition, it is thought that if a technological design process is supported with theoretical information, desired change will occur in levels of understanding the science concepts. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10