Özet:

This study aims to measure effect of the use of animations on pre service teachers’ academic achievement and retention levels in general chemistry course. The research was carried out eighty pre service teachers at license 1st class taking general chemistry course in in Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education, Primary Education Department, in 2011-2012 academic year’s second period. 40 pre-service teachers were assigned to experimental group and the rest were assigned to control group randomly. Pretest-posttest-control group design as experimental model was used in this study. For this purpose, “Classification of Matter and Mixtures Separation" issue was processed with constructivist approach supported with animations in the experimental group by researcher and the constructivist approach just in the control group. Research’s data were obtained with "General Chemistry Academic Achievement Test" consisted of 25 multiple-choice item. This data collection tool’s reliability coefficient (Cronbach's alpha) was calculated as 0.835. At the beginning of the study, General Chemistry Academic Achievement Test was applied as pretest in order to take control pre-chemistry knowledge of preservice teachers. Also the same test was applied as posttest to determine the role of animations. Moreover achievement Test was used to measure the effects of animations on the recall level of knowledge as a retention test after five weeks from application. According to the data, there was no significant difference in terms of achievement and retention levels between pretest of groups, while there is a significant difference between posttest in favor the experimental group. It was seen according to the findings that the constructivist approach supported animations applied to experiment group was more affective to increase the academical success and provide permanence in mind than the constructive approach applied to control group.

Anahtar Kelimeler: