THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION DESIGNED ACCORDING TO 7E MODEL OF CONSTRUCTIVIST LEARNING ON PHYSICS STUDENT TEACHERS‘ ACHIEVEMENT, CONCEPT LEARNING, SELF-EFFICACY PERCEPTIONS AND ATTITUDES

Abstract

The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to ‘‘electrostatic’’ topic on physics student teachers’ cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006–2007 academic year and was carried out in three different classes taught by the same teacher, in which there were 79 2nd, 3rd and 4th grade university students, in central city of Diyarbakır in Turkey. An experimental research design including the electrostatic achievement test (EAT), the electrostatic concept test (ECT), physics attitude scale (PAS) and self-efficacy perception scale (SEPS) was applied at the beginning and at the end of the research as pre-test and post-test. After the treatment, general achievement in EAT increased (P