Akademik Veri Yönetim Sistemi
Ases Uluslararası Bilimsel Çalışmalar Kongresi, Ankara, Türkiye, 8 - 10 Mayıs 2026, (Özet Bildiri)
This
study aims to design, develop, and evaluate a guided simulation-based inquiry
learning environment for the topic of “Pressure” in the 9th-grade
physics course. The abstract nature of physics topics, particularly directly
unobservable processes such as fluid pressure, the pressure–force relationship,
and molecular motion, makes learning these concepts difficult. The fact that
existing instructional materials are mostly static and non-interactive limits
students’ in-depth understanding of these concepts. Therefore, this study is
important because it develops an original learning environment that integrates
simulations with guided inquiry and cognitive scaffolding. The study used a
design-based research method. The process was carried out in a cyclical
structure comprising analysis, design, development, implementation, and
evaluation phases. Descriptive statistics and paired-samples t-tests were used
to analyze the quantitative data, while inductive content analysis based on
expert opinions was used to analyze the qualitative data. Data were collected
from different participant groups through purposive sampling at different
stages of the research. In the analysis phase, the participants included one
physics expert, one physics teacher, one educational technology expert, three
information technology teachers, and 30 ninth-grade students. In the evaluation
phase, six physics teachers, four physics experts, four educational technology
experts, and 18 ninth-grade students participated. Data was collected through
expert evaluation forms, an academic achievement test, and a guided
simulation-based inquiry learning environment evaluation questionnaire. The
academic achievement test was developed to determine students’ prior knowledge
and learning levels regarding the topic of pressure. The evaluation
questionnaire consisted of 34 items assessing task understanding, hypothesis
formulation, experiment design, data collection, data analysis, drawing
conclusions, interface, visuals, buttons, feedback, and navigation functions.
Expert evaluations showed that the developed environment was generally aligned
with the learning outcomes, appropriate for the students’ level, connected to
daily life, and supportive of inquiry processes. However, some areas requiring
improvement were identified, including visual standardization, button design,
the teacher interface, log record monitoring, and user guidance. The pilot implementation
revealed a significant increase in students’ academic achievement scores from
pre-test to post-test. In addition, students rated the environment highly,
particularly in the dimensions of data analysis, concluding, and experiment
design. In conclusion, the findings indicate that the developed guided
simulation-based inquiry environment is an effective pedagogical tool for
concretizing abstract physics topics such as pressure, supporting scientific
inquiry skills, and improving students’ academic achievement. The teacher
interface and log records also show that this environment can be used not only
as a student-oriented learning material but also as a learning management tool
that provides data-driven monitoring and feedback.