Effects of Smart Phones, In Naming of Chemical Compounds

Effects of Smart Phones, In Naming of Chemical Compounds NurayZan Ministry Of Education, Ankara/TURKEY, nurayyoruk@gmail.com BurcuUmutZan University of Karatekin, Çankırı/TURKEY burcumut@gmail.com F. İnciMorgil University of Hacettepe , Anakara /TURKEY incimorgil@gmail.com Tampere, Finland: June 23-26, 2014

Introduction • Technological developments cause the great changes in lots of fields. Communication network has changed rapidly while computers have integrated to our lives. Computer and internet based studies have made information access easy. Although computers are thought as a requirement, in our country the number of personal computers is less than the number of mobile phones (Turkstat, 2006). • Each new technology is thought to have new potential in educational environment (Saran & Seferoğlu, 2010). Tampere, Finland: June 23-26, 2014

Literature Review-I In literature review, few studies have been identified which were related with the affects of mobile phones in the education. • Ring (2001) researched the affects of mobile phones. In this study mobile phones were used as a distance learning tool in the “business administration” course. • In 2004 , Jones and Mardsen, conducted the “Text worm” project. In this project, questions were projected with over head and in the real time answers' were expected to be sent by students via sms. Tampere, Finland: June 23-26, 2014

Literature Review-II • In 2010 Saran and Seferoğlu, were searched the affects of mobile phones in learning new words via sms. It was defined that mobile phones have positive effects in learning new words in foreign language learning. Regan and his friends, were conducted a search which was hold by mobile phones in learning Spanish. This study was showed that, mobile phones were significant effects in learning new words in foreign languages for students. Tampere, Finland: June 23-26, 2014

Literature Review-III • Thornton & Houser (2005) and Levy & Kennedy (2005) studied the effects of mobile phones in learning new words, in respectively English and Italian. • In 2004 , Jones and Mardsen, conducted the “Text worm” project. In this project, questions were projected with over head and in the real time answers' were expected to be sent by students via sms. When literature review has been done; it has been identified that there have been no studies, in the field of science education, which have been used mobile phones as an educational tool. Tampere, Finland: June 23-26, 2014

Methods • The fundamental basis of this study is to research the effects of usage of mobile phones in teaching environment. • The multi media and text messages which have been sent to students’ mobile phones includes the names, formulas, pronounciation and usage areas of compounds. • These messages have been accompanied and supported by visual contents to make information permanent. • Afterwards, to evaluate the understanding level of naming and writing compounds, which is called the symbolic language of chemistry, questions have been sent as an interactive text message to students. • Students' attitudes were examined before and after work. Information about participants, research pattern and methods has been given in this part of our study. Tampere, Finland: June 23-26, 2014

Methods Sampling Group: • The sample group of this study consisted of the 9th class students of one of the Commercial High School. This school is located in central district of Ankara. Experiment and control groups have been defined to carry the work. • To define the experiment and control group a questionnaire has been implemented to students. Questionnaire has been implemented to all 9th class students who have attendance and have records in this school. • This questionnaire has been implemented to learn the personal information and social conditions of students. Tampere, Finland: June 23-26, 2014

Methods Sampling Group: On the basis of questionnaire results, classes have been chosen as an experiment and control group, where students of this classes have multimedia supported smart phones. The age and gender information about sampling group was given in the Table 1 below. Tampere, Finland: June 23-26, 2014

Methods Research Pattern: • Gathered quantitative and qualitative data has been analyzed by using hybrid methods. MANOVA analyze has been used to evaluate results. Research pattern, which has been used in this study, has been given in the below. Gathering Quantitative data • Questionary (personal Information) • Pretest • Application phase • Final test • Permanent Test (2 weeks later) Gathering Qualitative Data • Semi Structured meetings after application Tampere, Finland: June 23-26, 2014

Methods Used materials and Applications: Chemical formulas and compound names, which were given to students in this study, were shown in Figure 1. The same method and techniques were used to the control and experimental groups in the classroom while teaching Symbolic language of Chemistry subject. Experimental group students were supported with sms, which were sent to mobile phones’ of students, while no sms was sent to control group students but written materials were given to control group students. Tampere, Finland: June 23-26, 2014

Methods Multimedia Messages: An example of the text and multimedia message which has been implemented for this study, is shown in Table 2 Tampere, Finland: June 23-26, 2014

Methods Short Exam Questions Short exam questions have been sent as a multiple choice test question as a multimedia message. Questions are presented as a four choices. What is the name of compound “H2SO4” among people? a)Temperaments oil b)caustic soda c) water d)vitriol Tampere, Finland: June 23-26, 2014

Methods Server System: This system, which was occurring in the smart phones, is the basic of this study. With this system, multimedia messages were sent to students and delivery reports of multimedia messages were taken. Due to the ability of this system, answers of the students were taken in to record. Tampere, Finland: June 23-26, 2014

Methods Server System: Tampere, Finland: June 23-26, 2014

Methods Application Practiselasted for three weeks. Multimedia messages were prepared before application. Five different message was sent to students for one compound every day. The time schedule was prepared for sms. Between course hours or after school time was decided as the right times for sending messages to students. After 18:00 pm the examination questions were sent to students with sms. Those examination questions were sent as sms to experimental group while those were presented as a course material to the control group students. No sms was sent to control group students but written materials were given to control group students. Tampere, Finland: June 23-26, 2014

Findings • As it was pointed in the search pattern of the study, in addition to their traditional course methods experimental group students were supported with sms from whatsapp. • The result of experimental groups pre test average is 49,83 while the average of control group is 46,69. These results show that groups are equivalent to each other. The result of experimental groups’ final test is 76,17 while control groups’ is 65,01. Average of experimental group is 26.33 , control groups’ is 18.32. • Learning degree of naming compounds and formulas is more in experimental group when compared. Tampere, Finland: June 23-26, 2014

Findings Experimental and Control Group’s, pre – final – permanent test averages Tampere, Finland: June 23-26, 2014

Results and Conclusion • As it is known mobile phone use has become widespread among students. This study searches the effective use of mobile phones in the teaching method of chemistry course in the subject of Chemical formulas and in naming compounds. Any study, which is related with the usage of mobile phones in science and chemistry subjects, has not been encountered in the literature review. But the gathered results are compatible with results of oher studies which were in the field of foreign language. Tampere, Finland: June 23-26, 2014

Results and Conclusion • It is notified that, students complained from small scale monitors in the study, which was completed in 2004 by Jones & Mardin. Also in the same study, students complained from the extra budget requirement of this application. No complaints had been noted in our study about the monitor scale or resolution, because technological advances develops day by day (screen scale and resolution). Those advances make mobile phones more preferable and easy to use. And because of our study based on free application called “whatsaap”, no complaints has not been noted. This was one of the positive parts of our study. Tampere, Finland: June 23-26, 2014

Results and Conclusion • The report of “Research and Scientific Committee of Turkey, Vizyon 2023 Education and Human Resources” points out importance of human beings who are full of critical thinking ability, life long learning ability and with the ability of to integration of technology and information. Those abilities are identified as a modern age persons’ features. And gathered data of our study shows that with the adaptation of new technologies to our lessons, the pupils can be grown up like as a person ,who has life long learning capability. In long time period, great scientific and technological contributions are expected to be seen by this kind of pupils. Tampere, Finland: June 23-26, 2014

Results and Conclusion • It is notified in face to face interviews that this kind of education method has advantages such as the mobile phones are always with students. For example; students sometimes forget their course books this situation makes course difficult to progress. But in the period of this application, any of the students does not forget to take their mobile phones with them. All of the messages were answered by students simultaneously. As in the period of interview, students pointed out that they feel a request to read the message where ever they are. This situation encourages students to work hard. • The results of this study show that mobile phones have great affects in education system. Mobile phones also great affects especially in chemistry education in the subject of naming compounds. This kind of education methods provides to increase the quality of lesson. Affectivity of lesson increases with the mobile phones because student show great interest to new technology. Tampere, Finland: June 23-26, 2014

Thanks for listening • Questions? Tampere, Finland: June 23-26, 2014

Effects of Smart Phones, In Naming of Chemical Compounds