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theoretical system’ (Lunetta, 2003). The three main features of simulation are defined by Gagné as the following (1981; as cited in Lunetta, 2003):

(1) A simulation serves an actual position in which operations are transmitted;

(2) A simulation provides both educators and learners with certain controls over the experimental position;

(3) A simulation disregards defined distracting variables which are inappropriate or unimportant for the particular instructional goals

According to Lunetta (2003), there are two main processing steps during assessing simulated laboratory application. In the first step, each individual or each group in the laboratory conducts the simulation without explanations of directional of the instructor. Then, the instructor administers a worksheet related with the phenomena on the simulation and the worksheet includes questions that want students to describe the progress of the observations made during the simulation and to draw conclusions.

With the common use of both the Internet and computer technologies in educational instruction, it was inevitable for both researchers and educators to integrate computer simulations in the science learning and teaching. The effects of computer simulations on higher learning outcomes have been proved and accepted by many researchers, for example, forming the connection between concrete and abstract reasoning. In addition, use of computer simulations makes complex systems reachable for students with different ages, abilities, and learning levels (De Jong et al., 1999). The emphasis of using computer simulations in laboratory environment is on experiences, rather than explanations. This does not mean that the explanations are not important; however, the main aim of the use of simulated laboratory environments is to promote experiential learning.

As a result, the computer simulations are designed to provide empirical data, as well as a visual representation/experience of the data in the form of real-time graphs, to initiate cognitive conflict and to stimulate group discussion of the concepts involved.

Purpose of the Study

In traditional approach, there are basically three stage processes to teach projectile motion; firstly, relevant knowledge is presented; secondly, sample solutions are shown in the textbook or on the blackboard; and then, students practice solving similar problems (Tynj?l?, 1999). The combination of three stage process unfortunately provides a little students’ conceptual understanding on related topic, and they do not really understand the important concepts.

On the other hand, a constructivist approach is more likely to help students deal with their conceptual understanding by connecting the new and old concepts and the teacher’s role is to provide a rich environment where satisfactory connections between these new concepts and their prior knowledge can be made (Tynj?l?, 1999). On that view, laboratory experiments have an important role on providing this connection and a well developed and realistic simulation can provide the visual presentation of a live experiment.

This study aimed at exploring effectiveness of simulated laboratory experimentation as a laboratory application in physics education. Specifically, the effectiveness of learning projectile motion with computer simulations being use