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Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 2, Article 1 (Dec., 2007) Assessing the effects of tutorial and edutainment software programs on students’ achievements, misconceptions and attitudes towards biology |
In the last decade, many researchers have shown that students have serious misunderstandings about genetics, even after instruction, concerning the basic scientific content related to biological inheritance (Banet and Ayuso, 2000; Yip, 1998). Students face problems in representing genetics texts into schemes and symbols, and vice versa in reading schemes and symbols. Knowledge of the extensive genetic terminology is required to understand a classical genetics. However, students are often not familiar with the definitions of the genetics related terms, and they may get confused because terms look and sound very similar, e.g. homologue, homologous, homozygous and homozygote (Bahar et al, 1999). Besides, students face problems due to misuse of genetic terms, the existence of synonyms and the occurrence of redundant and obsolete terminology (Saka et al., 2006). Because of the importance and the difficulty of the subject, science teachers seek for effective teaching approaches in their teaching.
Common teaching methods used in biology education
One of the common teaching methods that biology teachers prefer today is the lecture method. In this the teacher transmits knowledge to the students who sit passively in the classroom and listen. Another common method is the question-and-answer approach, which was developed in order to avoid the boredom caused by lectures and to provide a more efficient learning environment. On the other hand, case studies allow the students to face the problems that occur in real life. They help to fill the gap between theory and practice through putting the previously learnt concepts and principles into use. The best part of this method is that it enables the students to apply what they have learnt to what they are living through (Sönmez, 1986). A useful part of instruction in biology is the performing of experiments. This can be done by demonstrations when the teacher actively carries out the experiments in front of the class or demonstrates some materials (Bayramlı, 2000) or by the students who learn about a subject by carrying out experiments in the laboratory or classroom, in which case the role of the teacher is to guide and help them where necessary.
CAI and biology education
In contrast to the previously described methods, in Computer-Assisted Instruction (CAI), the teacher can use computers at different times and places according to the characteristics of the subject matter, the students, and the available software and hardware. Computerized learning environments offer several facilities that can be used to improve the teaching of biologic processes. A computer enables repeated trials of an experiment with considerable ease in a limited time, provides immediate feedback, allows simultaneous observation of graphical representations, and offers a flexible environment that enables students to proceed with their own plans (Fisher, 1997; Mintz, 1993; Plomp and Voogt, 1995). None of these features are easily available in a didactic classroom situation in which the teachers deliver informational programs with little or no interaction.
Major classifications of CAI
The major classifications of CAI lessons include tutorials, drill and practice, simulations, and instructional games (Alessi & Trolip, 1985). A number of other classifications, such as problem-solving and inquiry lesson designs have been discussed, but the overwhelming majority of CAI lessons fall within the previous four classifications. Each basic design provides a unique method for using the computer to teach, reinforce, practice, or apply information. In many cases, various design combinations, called hybrid designs, are developed to utilize the advantages and, in some cases, to minimize the disadvantages, of each design option.
In tutorials, information is taught, verified, and reinforced through interaction with the computer. Tutorials are generally used to present new information to learners, particular skills, information, or concepts. In many cases, the instruction is designed to be self-contained, that is, the teaching and learning of all relevant information are accomplished within the lesson. Students are typically questioned during the tutorial to verify comprehension. Lesson information may be further reinforced using computer-based or traditional teaching systems, but tutorials should teach well-defined objectives thoroughly enough to eliminate the need for repetition through another teaching system (Bramble & Mason, 1985; Hannafin & Peck, 1988).
With the latest advancement in computer science and technology, edutainment is being increasingly recognized as a technology for fundamental learning (Cai et al, 2006). “Edutainment software”, is a hybrid genre that relies heavily on visual material, on narrative or game-like formats, and on more informal, less didactic styles of address (Okan, 2003). The purpose of edutainment is to attract and hold the attention of the learners by engaging their emotions through a computer monitor full of vividly colored animations. It involves an interactive pedagogy and totally depends on an obsessive insistence that learning is inevitably fun (Ito, 2006).
CAI is defined as any program that augments, teaches, or simulates the learning environment used in the traditional classroom (Quyang, 1993), including Web-based instruction, self-running simulations, drill-and-practice programs, and multimedia classrooms (Murphy et al., 2002). Tutorial and edutainment software programs are forms of CAI that have the following additional attributes: motivation, reward (feedback), interactivity, score, and challenge. However, it remains unclear as to whether or not learning through tutorial and edutainment instructional software programs will improve upon traditional teaching results.
The purpose of this study was to assess the effects of the tutorial and the edutainment instructional software programs on students’ misconceptions, achievements and attitudes towards biology.
