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The purpose of this study was to compare the changes in conceptual understanding ofDirect Current Electricity (DCE) in virtual (VLE) and real laboratory environment (RLE)among pre-service elementary school teachers. A pre- and post- test experimental designwas used with two different groups. One of the groups was randomly assigned to VLE (n= 42) and the other to RLE (n = 38). Participants in the VLE group used computersimulations to perform the given tasks, whereas those in the RLE group used reallaboratory apparatus. Before the treatment, all the students administered the DirectElectric Circuits Concepts Test (DIRECT). Pre-test analyses show that there was nosignificant difference between the two groups in terms of understanding DCE. Aftercompleting three week physics by inquiry based treatment, the DIRECT was readministeredas a post-test. Results showed that both groups showed the same effects onacquisition of scientific concepts.

eurasia journal of mathematics science and technology education

The Effectiveness of Computer Supported Versus Real Laboratory Inquiry Learning Environments on the Understanding of Direct Current Electricity among Pre-Service Elementary School Teachers