|  ISSN: 2757-6116

Original article | Journal of Innovative Research in Teacher Education 2022, Vol. 3(3) 267-285

A material development study for teaching colors of light by using Algodoo

Mustafa Çoramık & Handan Ürek

pp. 267 - 285   |  DOI: https://doi.org/10.29329/jirte.2022.479.2   |  Manu. Number: MANU-2208-02-0003.R1

Published online: December 09, 2022  |   Number of Views: 54  |  Number of Download: 120


Recently, technology use has gained considerable importance in both instructional activities conducted in the classroom environment and the distance education process. Accordingly, the need for teaching materials has arisen. It is thought that simulations can meet this need, especially for subjects that might cause physical material supply problems during teaching. Considering this situation, this paper introduces a material development study using the Algodoo simulation program for teaching the subject of colors of light. The material developed in this study is based on three objectives of the tenth-grade physics course-teaching program declared by the Turkish Ministry of National Education. The study details the developmental stages and experimental results of two simulations. Thus, it is expected that teachers and students can use the material introduced in this study easily with the help of the Algodoo program, which can be constructed for tablets and computers quickly and free of charge.   

Keywords: Algodoo, colors of light, physics education, simulations

How to Cite this Article?

APA 6th edition
Coramik, M. & Urek, H. (2022). A material development study for teaching colors of light by using Algodoo . Journal of Innovative Research in Teacher Education, 3(3), 267-285. doi: 10.29329/jirte.2022.479.2

Coramik, M. and Urek, H. (2022). A material development study for teaching colors of light by using Algodoo . Journal of Innovative Research in Teacher Education, 3(3), pp. 267-285.

Chicago 16th edition
Coramik, Mustafa and Handan Urek (2022). "A material development study for teaching colors of light by using Algodoo ". Journal of Innovative Research in Teacher Education 3 (3):267-285. doi:10.29329/jirte.2022.479.2.


    Abriata, L. A. (2022). How technologies assisted science learning at home during the COVID-19 Pandemic. DNA and Cell Biology, 41(1), 19-24. https://doi.org/10.1089/dna.2021.0497

    Adedoyin, O. B., & Soykan, E. (2020). Covid-19 Pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1813180

    Ajredini, F., Izairi, N., & Zajkov, O. (2013). Real experiments versus Phet simulations for better high-school students' understanding of electrostatic charging. European Journal of Physics Education, 5(1), 59-70. Retrieved from https://files.eric.ed.gov/fulltext/EJ1051517.pdf Access Date: 01/05/2022

    Alan, B., Zengin, F. K., & Kececi, G. (2021). Effects of science, technology, engineering, and mathematics education using Algodoo to prospective science teachers' scientific process and education orientation skills. Journal of Education,

    Anjarsari, P., Prasetyo, Z. K., & Susanti, K. (2020). Developing technology and engineering literacy for Junior High School students through STEM-based science learning. Journal of Physics: Conference Series, 1440, 1-6. https://doi.org/10.1088/1742-6596/1440/1/012107

    Aslan, S. (2015). Is learning by teaching effective in gaining 21st century skills? The views of pre-service science teachers. Educational Sciences: Theory & Practice, 15(6), 1441-1457. https://doi.org/10.12738/estp.2016.1.0019

    Aykan, A., & Yıldırım, B. (2022). The integration of a lesson study model into distance STEM education during the COVID-19 Pandemic: Teachers' views and practice. Technology, Knowledge and Learning, 27, 609-637. https://doi.org/10.1007/s10758-021-09564-9

    Bestiantono, D. S., Agustina, P. Z. R., & Cheng, T-H. (2020). How students' perspectives about online learning amid the COVID-19 Pandemic? Studies in Learning and Teaching, 1(3), 133-139. https://doi.org/10.46627/silet.v1i3.46

    Blake, C., & Scanlon, E. (2007). Reconsidering simulations in science education at a distance: features of effective use. Journal of Computer Assisted Learning, 23(6), 491–502. https://doi.org/10.1111/j.1365-2729.2007.00239.x

    Bureekhampun, S., & Mungmee, T. (2020). STEAM education for preschool students: Patterns, activity designs and effects. Journal for the Education of Gifted Young Scientists, 8(3), 1201-1212. http://dx.doi.org/10.17478/jegys.775835

    Carr, K., Gardner, F., Odell, M., Munsch, T., & Wilson, B.  (2003). The role of online, asynchronous interaction in development of light and color concepts. The Journal of Interactive Online Learning, 2(2), 1-17. Retrieved from https://www.ncolr.org/jiol/issues/pdf/2.2.5.pdf  Access Date: 02/05/2022

    Chen, S., Chang, W-H., Lai, C-H., & Tsai, C-Y. (2014). A comparison of students' approaches to inquiry, conceptual learning, and attitudes in simulation-based and microcomputer-based laboratories. Science Education, 41(5), 905-935. https://doi.org/10.24059/olj.v22i2.1369

    Coramik, M., & Ürek, H. (2021). Calculation of kinetic friction coefficient with Phyphox, Tracker and Algodoo. Physics Education, 56(6), 1-10. https://doi.org/10.1088/1361-6552/ac1e75

    Çelik, H., Sarı, U., & Harwanto, U. N. (2014). Developing and evaluating physics teaching material with Algodoo (phun) in virtual environment; Archimedes' Principle. The Eurasia Proceedings of Educational & Social Sciences (EPESS), 1, 178-183. Retrieved from http://www.epess.net/tr/download/article-file/332902 Access Date: 15/03/2022

    Çoban, A. (2021). Algodoo for online education: Impulse and momentum activities. Physics Education, 56(2), 1-6. https://doi.org/10.1088/1361-6552/abd1e9

    da Silva, S. L., da Silva, R. L., Junior, J. T. G., Gonçalves, E., Viana, E. R., & Wyatt, J. B. (2014). Animation with Algodoo: A simple tool for teaching and learning physics. arXiv preprint arXiv:1409.1621. https://doi.org/10.48550/arXiv.1409.1621

    Dinçer, S. (2018). Are preservice teachers really literate enough to integrate technology in their classroom practice? Determining the technology literacy level of preservice teachers. Education and Information Technologies, 23(6), 2699–2718. https://doi.org/10.1007/s10639-018-9737-z

    Djanette, B., & Fouad, C. (2014). Determination of university students' misconceptions about light using concept maps. Procedia-Social and Behavioral Sciences, 152, 582-589. https://doi.org/10.1016/j.sbspro.2014.09.247

    Ejikeme, A. N., & Okpala, H. N. (2017). Promoting children's learning through technology literacy: Challenges to school librarians in the 21st century. Education and Information Technologies, 22(3), 1163-1177. https://doi.org/10.1007/s10639-016-9481-1

    Euler, E., Prytz, C., & Gregorcic, B. (2020). Never far from shore: productive patterns in physics students' use of the digital learning environment Algodoo. Physics Education, 55(4), 1-8. https://doi.org/10.1088/1361-6552/ab83e7

    Evans, C. (2020). The coronavirus crisis and the technology sector. Business Economics, 55(4), 253-266. https://doi.org/10.1057/s11369-020-00191-3

    Fadzli, S., Yahaya, J., Deraman, A., Hamdan, A. R., Halim, L., Yahaya, N. Z., Zahari, M. S. M. et al. (2020). Environment based virtual interaction to enhance motivation of STEM education: The qualitative interview design and analysis. Education and Information Technologies, 25(2), 775-790. https://doi.org/10.1007/s10639-019-09996-y

    Fraser, D. M., Pillay, R., Tjatindi, L., & Case, J. M. (2007). Enhancing the learning of fluid mechanics using computer simulations. Journal of Engineering Education, 96(4), 381-388. https://doi.org/10.1002/j.2168-9830.2007.tb00946.x

    Fratiwi, N. J., Samsudin, A., & Costu, B. (2018). Enhancing K-10 students' conceptions through computer simulations-aided PDEODE*E (CS-PDEODE*E) on Newton's Laws. Jurnal Pendidikan IPA Indonesia, 7(2), 214-223. https://doi.org/10.15294/jpii.v7i2.14229

    Greca, I. M., Seoane, E., & Arriassecq, I. (2014). Epistemological issues concerning computer simulations in science and their implications for science education. Science & Education, 23(4), 897-921. https://doi.org/10.1007/s11191-013-9673-7

    Gregorcic, B. (2015). Exploring Kepler's laws using an interactive whiteboard and Algodoo. Physics Education, 50(5), 1-6. https://doi.org/10.1088/0031-9120/50/5/511

    Gregorcic, B., Etkina, E., & Planinsic, G. (2018). A new way of using the interactive whiteboard in a high school physics classroom: A case study. Research in Science Education, 48(2), 465-489. https://doi.org/10.1007/s11165-016-9576-0

    Haagen-Schützenhöfer, C. (2017). A hands-on to teach colour perception: The colour vision tube. Scientia in educatione, 8, 191–198. https://doi.org/10.14712/18047106.743

    Hannel, S. L., & Cuevas, J. (2018). A study on science achievement and motivation using computer-based simulations compared to traditional hands-on manipulation. Georgia Educational Researcher, 15(1), 38-55.  https://doi.org/10.20429/ger.2018.15103

    Hebebci, M. T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282.  https://doi.org/10.46328/ijtes.v4i4.113

    Hunter-Doniger, T., & Sydow, L. (2016). A journey from STEM to STEAM: A middle school case study. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 89(4-5), 159-166. https://doi.org/10.1080/00098655.2016.1170461

    Huppert, J., Lomask, S. M., & Lazarowitz, R. (2002). Computer simulations in the high school: Students' cognitive stages, science process skills and academic achievement in microbiology. International Journal of Science Education, 24(8), 803-821. https://doi.org/10.1080/09500690110049150

    Jimoyiannis, A., & Komis, V. (2001). Computer simulations in physics teaching and learning: a case study on students' understanding of trajectory motion. Computers & Education, 36(2), 183-204. https://doi.org/10.1016/S0360-1315(00)00059-2

    Karabey, B., Yigit-Koyunkaya, M., Enginoglu, T., & Yurumezoglu, K. (2018). Discovering complementary colors from the perspective of steam education. Physics Education, 53(3), 1-10. https://doi.org/10.1088/1361-6552/aa97bf

    Kaya, V. H., & İnci, S. (2021). How does information and communications technology influence Turkish students' science achievement? Journal of Computer and Education Research, 9(18), 754-770. https://doi.org/10.18009/jcer.900695

    Kelly, J., Bradley, C., Gratch, J., & Maninger, R. (2007). A reflective discourse on science learning and the merits of simulation. Journal of Thought, 42(3-4), 23-38. Retrieved from https://www.jstor.org/stable/jthought.42.3-4.23#metadata_info_tab_contents Access Date: 16/03/2022

    Kennedy, T. J., & Odell, M. R. L. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.  Retrieved from https://files.eric.ed.gov/fulltext/EJ1044508.pdf Access Date: 25/03/2022

    Lindgren, R., & L. Schwartz, D. L. (2009). Spatial learning and computer simulations in science. International Journal of Science Education, 31(3), 419-438. https://doi.org/10.1080/09500690802595813

    Mardiyya, B., Anwar, S., & Chandra, D. T. (2020). STEM – book on drinking water using 4S TMD models to develop students’ technology literacy. Journal of Physics: Conference Series, 1521, 1-7. https://doi.org/10.1088/1742-6596/1521/4/042047

    Martínez-Borreguero, G., Naranjo-Correa, F. L., & Mateos-Núñez, M. (2022). Development of STEM instructional resources for teaching optics to teachers-in-training: Influence on learning and teacher self-efficacy. Education Sciences, 12(3), 1-23. https://doi.org/10.3390/educsci12030186

    Martini, B., Tombolato, M., & D’Ugo, R. (2019). Primary colors as a source of possible misconceptions: an insight into teaching and learning about color. Color Culture and Science Journal, 11(2), 25-33. https://doi.org/10.23738/CCSJ.110203

    Maulidah, S. S., & Prima, E. C. (2018). Using physics education technology as virtual laboratory in learning waves and sounds. Journal of Science Learning, 1(3), 116-121. https://doi.org/10.17509/jsl.v1i3.11797

    Ministry of National Education. [MoNE]. (2018). Ortaöğretim fizik dersi öğretim programı (9, 10, 11 ve 12. sınıflar) [High school physics teaching program (Grades 9, 10, 11 and 12)]. Ankara. Retrieved from http://mufredat.meb.gov.tr/Dosyalar/201812103112910-orta%C3%B6%C4%9Fretim_fizik_son.pdf Access Date: 25/03/2022

    Ng, D. T. K., & Chu, S. K. W. (2021). Motivating students to learn STEM via engaging flight simulation activities. Journal of Science Education and Technology, 30(5), 608-609. https://doi.org/10.1007/s10956-021-09907-2

     Olympiou, G., & Zacharia, Z. C. (2011). Blending physical and virtual manipulatives: An effort to improve students' conceptual understanding through science laboratory experimentation. Science Education, 96(1), 21–47. https://doi.org/10.1002/sce.20463

    Olympiou, G., Zacharia, Z., & de Jong, T. (2013). Making the invisible visible: enhancing students' conceptual understanding by introducing representations of abstract objects in a simulation. Instructional Science, 41(3), 575–596. https://doi.org/10.1007/s11251-012-9245-2

    Özdemir, E., & Çoramık, M. (2021). Optik öğretiminde Algodoo kullanımı [The use of Algodoo in physics teaching]. ISPEC 7th International Conference on Social Sciences & Humanities, 972-981. Retrieved from https://www.researchgate.net/profile/Erdogan-Oezdemir/publication/354691202_The_Use_of_Algodoo_in_Optics_Teaching/links/6152c3f5522ef665fb658f6c/The-Use-of-Algodoo-in-Optics-Teaching.pdf Access Date: 25/07/2022

    Özer, İ. E., Canbazoğlu-Bilici, S., & Karahan, E. (2016). Fen bilimleri dersinde Algodoo kullanımına yönelik öğrenci görüşleri [Middle school students’ opinions towards using Algodoo simulations in science classrooms]. Trakya University Education Faculty Journal, 6(1), 28-40. Retrieved from https://dergipark.org.tr/tr/download/article-file/200423 Access Date: 28/04/2022

    Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrovic, V. M., & Jovanovic, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309-327. https://doi.org/10.1016/j.compedu.2016.02.002

    Pringle, R. M., Dawson, K., & Ritzhaupt, A. D. (2015). Integrating science and technology: Using technological pedagogical content knowledge as a framework to study the practices of science teachers. Journal of Science Education and Technology, 24(5), 648–662. https://doi.org/10.1007/s10956-015-9553-9

    Pürsün, T., Yapar, B., Aslantaş, S., & Taşkesen, Ü. S. (2021). The metaphors of teacher candidates on distance learning. Journal of Innovative Research in Teacher Education, 2(3), 181-192. https://doi.org/10.29329/jirte.2021.408.1

    Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition and Instruction, 18(1), 1-34. https://doi.org/10.1207/S1532690XCI1801_01

     Ritz, J. M., & Fan, S.-C. (2015). STEM and technology education: international state-of-the-art. International Journal of Technology and Design Education, 25(4), 429-451.  https://doi.org/10.1007/s10798-014-9290-z

    Rusilowati, A., Kurniawati, L., Nugroho, S. E., & Widiyatmoko, A. (2016). Developing an instrument of scientific literacy assessment on the cycle theme. International Journal of Environmental & Science Education, 11(12), 5718-5727. Retrieved from https://files.eric.ed.gov/fulltext/EJ1115684.pdf Access Date: 05/05/2022

    Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58, 136-153. https://doi.org/10.1016/j.compedu.2011.07.017

    Saylan-Kirmizigül, A. (2021). Algodoo for interactive learning: Effects on students' achievement and motivation towards science. Shanlax International Journal of Education, 9(4), 352-358. https://doi.org/10.34293/education.v9i4.4195

    Siregar, E., Rajagukcuk, J., & Sinulingga, K. (2019). Improvement of science process skills using scientific inquiry models with Algodoo media and quotient adversity in high school students. Journal of Transformative Education and Educational Leadership, 1(2), 53-65. Retrieved from https://jteel.unimed.ac.id/index.php?journal=jteel&page=article&op=view&path%5B%5D=23&path%5B%5D=15 Access Date: 12/05/2022

    Şahin, E., & Kabasakal, V. (2021). STEM eğitiminde Geogebra kullanımı: Atwood makinesi örneği [Using Geogebra in STEM education: Atwood machine example]. Science Teaching Journal, 9(1), 127-147. Retrieved from https://dergipark.org.tr/en/download/article-file/2581437 Access Date: 18/04/2022

    Tadesse, S., & Muluye, W. (2020). The Impact of COVID-19 Pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 8(10), 159-170. https://doi.org/10.4236/jss.2020.810011

    Tanık-Önal, N., & Önal, N. (2020). Teaching science through distance education during the Covid-19 Pandemic. International Online Journal of Education and Teaching (IOJET), 7(4). 1898-1911. Retrieved from https://iojet.org/index.php/IOJET/article/view/1088 Access Date: 03/03/2022

    Taştan-Akdağ, F., & Güneş, T. (2018). Kuvvet ve hareket ünitesinin bilgisayar destekli öğretiminde Algodoo kullanımı [Using Algodoo in computer assisted teaching of force and movement unit]. International Journal of Social Sciences and Education Research, 4(1), 138-149. https://doi.org/10.24289/ijsser.337236

    Utami, V. B., & Wilujeng, I. (2020).  STEM application through simple technology to improve technology literacy. Journal of Physics: Conference Series, 1440, 1-7. https://doi.org/10.1088/1742-6596/1440/1/012050

    Uwamahoro, J., Ndihokubwayo, K., Ralph, M., & Ndayambaje, I. (2021). Physics students' conceptual understanding of geometric optics: Revisited analysis. Journal of Science Education and Technology, 30(5), 706-718. https://doi.org/10.1007/s10956-021-09913-4

    Ürek, H., & Çoramık, M. (2022). A suggestion and evaluation of a STEM activity about friction coefficient for preservice science teachers. Journal of Computer and Education Research, 10(19), 202-235. https://doi.org/10.18009/jcer.1063301

    Voogt, J., & McKenney, S. (2017). TPACK in teacher education: are we preparing teachers to use technology for early literacy?. Technology, Pedagogy and Education, 26(1), 69-83. https://doi.org/10.1080/1475939X.2016.1174730

    Wells, J. G. (2008). STEM education: The potential of technology education. Paper presented at the 95th Annual Mississippi Valley Technology Teacher Education Conference. Retrieved from https://vtechworks.lib.vt.edu/handle/10919/93963 Access Date: 25/02/2022

    Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. https://doi.org/10.1080/17439884.2020.1761641

    Yaylak, E. (2021). Google Classroom ile ters yüz edilmiş (flipped) öğretmen eğitimi [Flipped teacher training with Google Classroom]. Journal of Innovative Research in Teacher Education, 2(1) 1-24. https://doi.org/10.29329/jirte.2021.342.1  

    Yildiz-Durak, H. (2021). Modeling of relations between K-12 teachers' TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 29(7), 1136-1162. https://doi.org/10.1080/10494820.2019.1619591

    Yurumezoglu, K., Isik, H., Arikan, G., & Kabay, G. (2015). Teaching the absorption of light colours using an artificial rainbow.  Physics Education, 50(4), 402-409. https://doi.org/10.1088/0031-9120/50/4/402

    Yurumezoglu, K., Karabey, B., & Yigit-Koyunkaya, M. (2017). Shadows constructing a relationship between light and color pigments by physical and mathematical perspectives. Physics Education, 52(2), 1-7. https://doi.org/10.1088/1361-6552/aa535e

    Zhang, M., Parker, J., Koehler, M. J., & Eberhardt, J. (2015). Understanding inservice science teachers' needs for Professional development. Journal of Science Teacher Education, 26(5), 471–496. https://doi.org/10.1007/s10972-015-9433-4