The Use of Technological Tools in Science Education   As teachers, if we want students to understand scientific concepts meaningfully, learning should be constructive—that is, a dynamic process of building, organizing, and expanding knowledge of the natural phenomena. While learning takes place, an individual relates his or her existing knowledge to new experiences, not listing them separately. The relations among conceptual models could be hierarchical, exemplifying, attributive, causal, correlating, temporal, additive, and adversative (Pintrich, Marx, & Boyle, 1993). These connections make conceptual models meaningful to the student. Therefore, teachers introduce conceptual models in order to simplify a natural phenomenon; that is, making the case more understandable to students (Glynn & Duit, 1995, pp 3).   How Should We Teach Science Based Upon This Theory?   One of my main concerns is using technological devices effectively in teaching science at the middle school level. Computerized simulations, microcomputer based labs, and other technological devices are strong tools when they are used appropriately. By using technological tools, an individual can develop good understanding by building connections between representations and real phenomena. Furthermore, the student can observe a phenomenon that is not as easily seen in a laboratory environment. In my research, I am looking for answers to the following questions:   Research Questions:

Contacting Yilmaz

183 Wetherill Laboratory of Chemistry
(765) 494-6093
e-mail:  ysaglam@purdue.edu