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使用计算机模拟的高效性

该研究的目的是调查当和手动实验相比时，计算机模拟作为实验的工具来提升学生对物理教育中抛体运动的概念的理解。我首先回顾了物理学的计算机模拟，然后将仪器“抛体运动概念测试”测量学生的抛运动的概念的理解是通过这个问题的相关文献而确定的。第二，将在一个公办高中开展这个研究。土耳其安卡拉的穆罕默德·艾敏Resulzade安纳托利亚高中。从可用的5类，两个类将被随机分配为实验组;模拟的实验室实验和对照组;动手实验室实验。在研究前，每个组将采取PMCT作为预测试和实验组;应用模拟从免费在线物理教育技术组获得。在研究结束时，学生在这两个群体将采取同样的试验后测试。然后，每个单独的前和后的测试成绩将彼此相减，从而检查该方法是最有效的促进概念理解物理学的方法。

第一章：前言

物理学被认为是一个复杂的话题，物理教学的基本依据是用最有效的方法保证学生的概念学习。不过，研究人员指出，很多学生对物理课程（戈德堡和Bendall，1995）中基本物理学概念没有很好的理解。于是，许多教师发现，要成为有效的学习者，学生必须积极参与课堂。一些传统的方法，涉及让学生做电路板的工作，在实践中解决问题的会议，并获得理解物理学周围环境的经验。虽然船上工作和解决问题的会议也涉及到学生，今天物理教育的发展趋势是通过就动手实验室利用示范和提升学生的理解。此外，教师用计算机补充实践经验，以提高学生的学习。

然后，该研究报告的目的是检测电脑应用工具，特别是电脑模拟要比手动实验更能使学生更好地理解抛体运动测试的概念。这项研究根据双方动手实验和计算机模拟实验室的经验比较学生前后对抛运动概念的理解。

Effectiveness of using computer simulations

The aim of this study is to investigate the effectiveness of using computer simulations as laboratory application to promote students’ conceptual understanding of projectile motion concepts in physics Education when compared to hands-on laboratory experimentation. I first reviewed the use of computer simulations in physics education and then the instrument ‘Projectile Motion Concept Test’ (PMCT) that measures the conceptual understanding of students’ in projectile motion was determined by related literature on this subject. Secondly, the study is planned to conduct in one of the public high school; Mehmet Emin Resulzade Anatolian High School in Ankara, in Turkey. Two classes from available five classes will be randomly assigned as the experimental group; simulated laboratory experimentation and the control group; hands-on laboratory experimentation. Before the study, each group will take PMCT as pre-test and for experimental group; applied simulation is obtained from free online physics education technology (PhET) group. At the end of the study, students in both groups will take the same test as post-test. Then, scores of each individual’s pre- and post-test will be subtracted from each other to examine which method is the most effective in promoting conceptual understanding in physics.

CHAPTER I: INTRODUCTION

Physics has mythically been considered a complex topic and the basic foundation in physics education is to ensure conceptual learning of students by using the most effective method. However, researchers noted that many students are not setting a satisfactory conceptual understanding of basic physics in the physics courses (Goldberg & Bendall, 1995). Then, many teachers have found that to be effective learners, students must be actively involved in the classroom. Some traditional methods for involving students have them do board work, practice in problem solving sessions, and gain experiences in understanding the physics in the surrounding environment. Although board work and problem sessions do involve the students, the trend in physics education today is to enhance student understanding through the use of demonstrations and hands-on laboratories; and in addition, to supplement the hands-on experience, teachers are using computers to enhance student learning.

Then, the aim of the research reported in this proposal was to determine whether computer applications, especially, computer simulations are more effective to facilitate conceptual understanding of students on projectile motion than hands-o