Abstract:

This study was conducted in the teaching of the "Gaz Kinetic Theory" subject Reading-Writing-Game (OYO), Team-Game-Turnament (TOT) and collaborative learning (SOIO) methods in the virtual environment to determine the impact on academic achievements, chemical attitudes and understanding skills of teachers candidates. In the study, the experimental research patterns included in quantitative research models were used by the semi-experimental patterns of the pre-test-sontest comparison group. The study’s sample consists of 88 teachers candidates who studied in the Academy of Sciences of the Atatürk University in the 2015-2016 educational year. As a data collection tool; the academic success test, the chemical attitude scale, and the understanding of what it is read, has been used. In the analysis of the obtained data, visual statistics and single-factor ANOVA have been used. At the end of the application, it is determined that there is a significant difference between OYO, TOT and SOIÖ in terms of academic achievements and in terms of understanding skills that OYO and SOIÖ read in favour of academic achievements and OYO and SOIÖ in terms of OYO achievements. It has also been found that there is no significant difference between the chemical attitudes of the teacher candidates.

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