SavedAdd your journal

Journals / Research on Education and Psychology / 2026 / Volume: 10

Pre-service Science Teachers' Opinions on Model-Based STEM Education Applications Performed Using Algodoo

İlknur Salur(Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Fen Bilgisi Eğitimi Anabilim Dalı)0000-0002-5908-1269
Havva Yamak(GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ)0000-0002-1666-0746
Pages
—
Publication Date
2026-04-18
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results emphasize the importance of integrating simulation tools into teacher training programs not only as a technical skill but also as a pedagogical competency.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to examine pre-service science teachers' views on STEM education applications based on modeling conducted with Algodoo software.
📊
Key Findings & Data:Using the case study method from qualitative research designs, the study group consisted of nine pre-service science teachers enrolled in the second year at a state university in Türkiye.
💡
Conclusion & Impact:The results emphasize the importance of integrating simulation tools into teacher training programs not only as a technical skill but also as a pedagogical competency.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Algodoo · Pre-service science teachers · Qualitative analysis

Abstract

This study aims to examine pre-service science teachers' views on STEM education applications based on modeling conducted with Algodoo software. Using the case study method from qualitative research designs, the study group consisted of nine pre-service science teachers enrolled in the second year at a state university in Türkiye. In the study, researchers developed three real-world-based engineering design tasks—a roller coaster, a catapult, and a parachute—as part of the force and motion unit. Before moving on to the physical prototyping phase, the pre-service science teachers modeled and tested their designs using the Algodoo software. Data were collected via Google Forms using open-ended questionnaire and analyzed using content analysis. The analysis grouped the pre-service teachers' opinion under five main themes: Cognitive and Academic Contributions, Integration STEM Disciplines, The Contribution of Virtual Modeling to Real-World Applications, Challenges and Limitations Encountered, and Institutional and Pedagogical Requirements for Effective Use. According to the findings, pre-service teachers developed positive views towards modeling-based STEM applications; however, they stated that learning the interface took time, the English language barrier made effective use of the application challenge, and they encountered technical errors. The results emphasize the importance of integrating simulation tools into teacher training programs not only as a technical skill but also as a pedagogical competency.

🔖

Cite This Article

Salur, İ., Yamak, H. (2026). Pre-service Science Teachers' Opinions on Model-Based STEM Education Applications Performed Using Algodoo. Research on Education and Psychology, Volume: 10. https://doi.org/10.54535/rep.1886959

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (42)

  1. Akarsu, M., Akçay, N. O., & Elmas, R. (2020). Characteristics and evaluation of STEM education approach. Bogazici University Journal of Education, 37, 155-175. https://izlik.org/JA96CK62HE
  2. Alan, B., Zengin, F. K., & Keçeci, G. (2019). Using STEM applications for supporting integrated teaching knowledge of pre-service science teachers. Journal of Baltic Science Education, 18(2), 158-170. https://doi.org/10.33225/jbse/19.18.06
  3. Altan, E. B., Coşkun, T. K., Öztürk, N., & Hacıoğlu, Y. (2025). Science teachers’ mentoring support experiences when integrating technology in design-based learning STEM activities. Plos one, 20(9). https://doi.org/10.1371/journal.pone.0332047
  4. Altan, E. B., Yamak, H., & Kırıkkaya, E. B. (2016). FeTeMM eğitim yaklaşımının öğretmen eğitiminde uygulanmasına yönelik bir öneri: Tasarım temelli fen eğitimi. [A proposal of the STEM education for teacher training: Design based science education]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 212-232. https://izlik.org/JA24MU58YS
  5. Aydeniz, M., & Bilican, K. (2018). The impact of engagement in STEM activities on primary preservice teachers’ conceptualization of STEM and knowledge of STEM pedagogy. Journal of Research in STEM Education, 4(2), 213-234. https://doi.org/10.51355/jstem.2018.46
  6. Aydin Gunbatar, S., Oztay, E. S., & Ekiz Kiran, B. (2024). Supporting pre-service teachers’ integration of engineering into STEM lessons throughout engineering-infused training. Research in Science & Technological Education, 42(3), 618-638. https://doi.org/10.1080/02635143.2022.2121691
  7. Coll, R. K., & Lajium, D. (2011). Modeling and the future of science learning. In Models and modeling: Cognitive tools for scientific enquiry (pp. 3-21). Dordrecht: Springer Netherlands.
  8. Cottone, A. M., Yoon, S. A., Coulter, B., Shim, J., & Carman, S. (2021). Building system capacity with a modeling-based inquiry program for elementary students: A case study. Systems, 9(1), 9. https://doi.org/10.3390/systems9010009
  9. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. USA: Sage Publications.
  10. Çakır, Z., & Altun Yalçın, S. (2024). Mühendislik tasarım sürecine dayalı STEM etkinliklerine yönelik okul öncesi öğretmen adayı görüşlerinin incelenmesi. [Examining the opinions of preschool teacher candidates about STEM activities based on the engineering design process]. Kuram ve Uygulamada Sosyal Bilimler Dergisi, 8(1), 88-107. https://doi.org/10.48066/kusob.1415574
  11. Çoban, A. (2021). Algodoo for online education: impulse and momentum activities. Physics Education, 56(2). https://doi.org/10.1088/1361-6552/abd1e9
  12. Çoban, A., & Erol, M. (2025). Influences of arduino and Algodoo based mechanics teaching on achievement. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 19(1), 30-64. https://doi.org/10.17522/balikesirnef.1559865
  13. Çoramık, M., & Ürek, H. (2022). A material development study for teaching colors of light by using Algodoo. Journal of Innovative Research in Teacher Education (JIRTE), 3(3), 266. https://doi.org/10.29329/jirte.2022.479.2
  14. da Silva, S. L., da Silva, R. L., Junior, J. T. G., Gonçalves, E., Viana, E. R., & Wyatt, J. B. (2014). Animation with Algodoo: A simple tool for teaching and learning physics. Exatas Online 5 (2014): 28-39. https://doi.org/10.48550/arXiv.1409.1621
  15. Durdu, L., & Dag, F. (2017). Pre-service teachers' TPACK development and conceptions through a TPACK-based course. Australian Journal of Teacher Education (Online), 42(11), 150-171. https://search.informit.org/doi/10.3316/informit.245910712701186
  16. Euler, E., Prytz, C., & Gregorcic, B. (2020). Never far from shore: productive patterns in physics students’ use of the digital learning environment Algodoo. Physics Education, 55(4), 045015. https://doi.org/10.1088/1361-6552/ab83e7
  17. Gregorcic, B., & Bodin, M. (2017). Algodoo: A tool for encouraging creativity in physics teaching and learning. The Physics Teacher, 55(1), 25-28. https://doi.org/10.1119/1.4972493
  18. Hallström, J., & Schönborn, K. J. (2019). Models and modelling for authentic STEM education: Reinforcing the argument. International Journal of STEM education, 6(1), 22. https://doi.org/10.1186/s40594-019-0178-z
  19. Hallström, J., Norström, P., & Schönborn, K. J. (2023). Authentic STEM education through modelling: an international Delphi study. International Journal of STEM education, 10(1), 62. https://doi.org/10.1186/s40594-023-00453-4
  20. Hestenes, D. (1992). Modeling games in the Newtonian world. American Journal of physics, 60(8), 732-748. https://davidhestenes.net/geocalc/pdf/ModelingGameswFig2.pdf
  21. Kırmızıgül, A. S., & Kızılay, E. (2022). Engaging pre-service teachers and children in STEM through educational simulations. In STEM, Robotics, Mobile Apps in Early Childhood and Primary Education: Technology to Promote Teaching and Learning (pp. 79-99). Singapore: Springer Nature.
  22. Kirmizigül, A. S. (2021). Algodoo for interactive learning: Effects on students' achievement and motivation towards science. Shanlax International Journal of Education, 9(4), 352-358. https://doi.org/10.34293/education.v9i4.4195
  23. Louca, L. T., & Zacharia, Z. C. (2015). Examining learning through modeling in K-6 science education. Journal of Science Education and Technology, 24(2), 192-215. https://doi.org/10.1007/s10956-014-9533-5
  24. MEB (Millî Eğitim Bakanlığı) (2025). Türkiye Yüzyılı Maarif Modeli öğretim programları ortak metni. https://tymm.meb.gov.tr/upload/brosur/ortak_metin.pdf
  25. Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber [Qualitative research: A guide to design and implementation](S. Turan, Çev. Ed.). Ankara: Nobel Yayınları.
  26. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (Second edition). Thousand Oaks: Sage Publications.
  27. Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A. ve Smith, K. A. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research, 4(1), 1–13. https://doi.org/10.7771/2157-9288.1069
  28. National Research Council, (NRC) (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press. Washington, DC
  29. Özcan, H., Koca, E., Sarıtaş, D., & Koştur, H. İ. (2024). Effect of Algodoo supported periodic table instruction on students’ achievements and perceptions. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 18(1), 31-58. https://doi.org/10.17522/balikesirnef.1406845
  30. Özdemir, E., & Çoramık, M. (2022). Development of a virtual teaching environment with Algodoo: “eye” and “cactus type light source” models. Physics Education, 57(4), 045022. http://doi.org/10.1088/1361-6552/ac60b0
  31. Özer, İ. E. & Bilici, S. C. (2021). Mühendislik tasarım temelli Algodoo etkinliklerinin öğrencilerin tasarım becerilerine ve akademik başarılarına etkisi. [The effect of engineering design-based Algodoo activities on students’ design skills and academic achievement]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36(2), 301-316. https://doi.org/10.16986/huje.2020062006
  32. Özer, İ. E., Bilici, S. C., & Karahan, E. (2016). Fen bilimleri dersinde Algodoo kullanımına yönelik öğrenci görüşleri. [Middle school students’ opinions towards using Algodoo simulations in science classrooms]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 28-40. https://izlik.org/JA99EA53TP
  33. Saralar-Aras, İ., & Biber, B. T. (2024). Fostering climate consciousness through mathematics: innovative STEM activities for pre-service teachers. In Climate Change, Education, and Technology (pp. 55-69). CRC Press.
  34. Sarı, U., Pektaş, H. M., Şen, Ö. F., & Çelik, H. (2022). Algorithmic thinking development through physical computing activities with arduino in STEM education. Education and Information Technologies, 27(5), 6669-6689. https://doi.org/10.1007/s10639-022-10893-0
  35. Sırakaya, M., & Alsancak Sırakaya, D. (2022). Augmented reality in STEM education: A systematic review. Interactive Learning Environments, 30(8), 1556-1569. https://doi.org/10.1080/10494820.2020.1722713
  36. Sontay, G., & Karamustafaoglu, O. (2023). Physics teachers' opinions on Algodoo training. Journal of Science Learning, 6(1), 117-124. http://doi.org/10.17509/jsl.v6i1.49285
  37. Sungur Gül, K., & Saylan Kırmızıgül, A. (2023). Algodoo based STEM education: A case study of pre-service science teachers. Education and Information Technologies, 28(4), 4203-4220. https://doi.org/10.1007/s10639-022-11348-2
  38. Türkeri, S. K., & Hacıoğlu, Y. (2025). Işığın madde ile etkileşimi ünitesinin öğretiminde teknoloji entegrasyonunun öğrencilerin akademik başarı, tutum ve motivasyonlarına etkisi. [The effect of technology ıntegration in teaching the unit on light ınteraction with matter on students' academic achievement, attitudes, and motivation]. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, 8(3), 287-307. https://izlik.org/JA49XL84WS
  39. Ürek, H., & Çoramık, M. (2022). A suggestion and evaluation of a STEM activity about friction coefficient for pre-service science teachers. Journal of Computer and Education Research, 10(19), 202-235. https://doi.org/10.18009/jcer.1063301
  40. Yazici, S. Ç., & Nakıboğlu, C. (2024). Examining experienced chemistry teachers’ perception and usage of virtual labs in chemistry classes: A qualitative study using the technology acceptance model 3. Education and Information Technologies, 29(4), 4337-4370. https://doi.org/10.1007/s10639-023-11985-1
  41. Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences ]. (Güncellenmiş 12. Baskı). Ankara: Seçkin Yayıncılık.
  42. Yin, R. K. (2009). Case study research: Design and methods (Fourth Edition). Applied Social Research Methods Series (Volume 5). USA: Sage Publications.