Publication: Yapay zeka destekli sanal laboratuvarın ortaöğretim öğrencilerinin asitler ve bazlar konusuna ilişkin kavramsal anlamalarına etkisi
Abstract
Yapay zeka destekli sanal laboratuvarın ortaöğretim öğrencilerinin asitler ve bazlar konusuna ilişkin kavramsal anlamalarına etkisi Bu araştırmanın amacı, yapay zekâ destekli sanal laboratuvar uygulamalarının ortaöğretim öğrencilerinin asitler ve bazlar konusundaki kavramsal anlamalarına etkisini incelemektir. Çalışma, İstanbul ili Bağcılar ilçesindeki Nurettin Topçu Anadolu Lisesi 10. sınıflarıyla yürütülmüştür. İç içe geçmiş karma desen benimsenmiş; nicel bölümde ön test–son test uygulanmış, nitel bölümde ise kavram testinin seçili sorularına dayalı ideografik analiz kullanılmıştır. Nicel veriler, araştırmacı tarafından geliştirilen Asitler ve Bazlar Kavram Testi ile toplanmıştır. Mantıksal Düşünme Yeteneği Testine göre seçilen iki sınıftan biri deney (sanal laboratuvar), diğeri kontrol (geleneksel laboratuvar) olarak atanmıştır. Deney grubunda dersler ARChemistryLab ile yürütülmüş; veriler SPSS 25.0'da çözümlenmiş ve gruplar arası farklar bağımlı/ bağımsız örneklem t testleriyle değerlendirilmiştir. Nitel veriler, öğrencilerin yanıtlarının ideografik çözümlemesiyle, bilimsel anlayışa geçişleri açıklamak üzere incelenmiştir. Bulgular, her iki grupta da ilerleme olduğunu; ancak sanal laboratuvar kullanan öğrencilerin son test puanlarının kontrol grubuna göre anlamlı biçimde yüksek olduğunu göstermiştir. İdeografik bulgular, sanal laboratuvarın kavram yanılgılarını gidermede geleneksel yaklaşımlara kıyasla daha etkili olduğunu ortaya koymuştur. Sonuçlar, yapay zekâ destekli sanal laboratuvarların soyut kimya kavramlarını somutlaştırmada, bilimsel muhakemeyi geliştirmede ve kavramsal öğrenmeyi derinleştirmede işlevsel bir pedagojik araç olduğunu göstermektedir. Çalışma, 21. yüzyıl becerilerinin kazandırılması ve teknolojinin öğretime entegrasyonu açısından uygulayıcılara ve geliştiricilere yol gösterici niteliktedir.
The effect of an artificial intelligence–supported virtual laboratory on secondary school students’ conceptual understanding of acids and bases The aim of this study is to examine the effect of artificial intelligence–supported virtual laboratory applications on secondary school students' conceptual understanding of acids and bases. The study was conducted with 10th-grade students at Nurettin Topçu Anatolian High School, located in the Bağcılar district of Istanbul. An embedded mixed-methods design was employed; in the quantitative phase, a pre-test–post-test design was applied, while in the qualitative phase, ideographic analysis was used to examine students' misconceptions in detail through selected questions from the concept test. Quantitative data were collected using the Acids and Bases Concept Test developed by the researcher. Based on the results of the Logical Reasoning Ability Test, one class was assigned as the experimental group (virtual laboratory) and the other as the control group (traditional laboratory). Lessons in the experimental group were conducted using the artificial intelligence–supported virtual laboratory application ARChemistryLab; the data were analyzed with SPSS 25.0, and differences between groups were evaluated using paired and independent samples t tests. Qualitative data were analyzed through an ideographic examination of students' responses to reveal their transition toward scientific understanding. The findings showed that both groups improved after the instructional process; however, students in the virtual laboratory group scored significantly higher on the post-test compared to those in the control group. Ideographic analysis also indicated that virtual laboratory applications were more effective than traditional approaches in reducing students' misconceptions. Overall, the results demonstrate that artificial intelligence–supported virtual laboratories are effective pedagogical tools for concretizing abstract chemistry concepts, fostering scientific reasoning, and deepening conceptual understanding. This study provides an important example of integrating technology into instruction and supports the development of 21st-century skills while guiding practitioners and developers in the design of future AI-enhanced learning environments.
The effect of an artificial intelligence–supported virtual laboratory on secondary school students’ conceptual understanding of acids and bases The aim of this study is to examine the effect of artificial intelligence–supported virtual laboratory applications on secondary school students' conceptual understanding of acids and bases. The study was conducted with 10th-grade students at Nurettin Topçu Anatolian High School, located in the Bağcılar district of Istanbul. An embedded mixed-methods design was employed; in the quantitative phase, a pre-test–post-test design was applied, while in the qualitative phase, ideographic analysis was used to examine students' misconceptions in detail through selected questions from the concept test. Quantitative data were collected using the Acids and Bases Concept Test developed by the researcher. Based on the results of the Logical Reasoning Ability Test, one class was assigned as the experimental group (virtual laboratory) and the other as the control group (traditional laboratory). Lessons in the experimental group were conducted using the artificial intelligence–supported virtual laboratory application ARChemistryLab; the data were analyzed with SPSS 25.0, and differences between groups were evaluated using paired and independent samples t tests. Qualitative data were analyzed through an ideographic examination of students' responses to reveal their transition toward scientific understanding. The findings showed that both groups improved after the instructional process; however, students in the virtual laboratory group scored significantly higher on the post-test compared to those in the control group. Ideographic analysis also indicated that virtual laboratory applications were more effective than traditional approaches in reducing students' misconceptions. Overall, the results demonstrate that artificial intelligence–supported virtual laboratories are effective pedagogical tools for concretizing abstract chemistry concepts, fostering scientific reasoning, and deepening conceptual understanding. This study provides an important example of integrating technology into instruction and supports the development of 21st-century skills while guiding practitioners and developers in the design of future AI-enhanced learning environments.
Description
Keywords
Acids and Bases, ARChemistryLab, Artificial intelligence, Asitler ve Bazlar, Bilgisayar destekli eğitim, Chemistry, Computer-assisted instruction, Conceptual Understanding, Educational technology, Eğitim teknolojisi, Karma yöntem Artificial İntelligence, Kavramsal Anlama, Kimya, Mixed Methods, Öğrenim ve öğretim, Sanal Laboratuvar, Study and teaching, Virtual Laboratory, Yapay zeka, Yapay zekâ