The purpose of the study is examination of the quality of digital stories developed by pre-service science teachers and deeply investigating pre-service teachers' experiences related to scientific concepts, the characteristics of scientific knowledge and the ways of reaching scientific knowledge in the stages of exploration, storytelling and digitalization. A case study design is used in the research. Criterion sampling was used from the purposeful sampling methods. The research was carried out with the 3th year 36 pre-service teachers who study at a public university in Turkey during the fall semester of 2018-2019. Rubric for Evaluation of Digital Stories, semi-structured reflection form and digital diaries form developed by researchers were used for data collection. Content analysis technique was applied to analyze the reflections and dairies, and the digital stories prepared by the participants were evaluated using the Digital Storytelling in Educational Context Rubric (DSECR) form. According to the findings, most of the digital stories prepared by pre-service science teachers were at high quality level. Participants stated that they used scientific concepts in their digital stories and transferred the characteristics of scientific knowledge to digital environment and scenarios. Additionally, science teachers' experience of preparing digital stories supported 21st century skills.
Bu çalışmada ortaokul öğrencilerinin bilim öğrenmeye yönelik daimi motivasyonlarını farklı değişkenlere göre incelemek amaçlanmıştır.. Araştırmanın yöntemi betimsel araştırma yöntemlerinden tarama modelidir. Çalışma grubununda, 2015-2016 eğitim-öğretim yılı bahar döneminde, Eskişehir merkezinde yer alan 4 ortaokulun 5, 6, 7 ve 8. sınıflarında öğrenim gören 1454 öğrenci yer almıştır. Araştırmada veri toplama aracı olarak Fortus ve Vedder-Weiss (2014) tarafından geliştirilen Erdoğan, Çakır, Gürel ve Şeker (2015) tarafından Türkçe'ye uyarlanan "Daimi Bilim Öğrenme Motivasyonu (Continuing Motivation for Science Learning)" ölçeği kullanılmıştır. Araştırmadan elde edilen verilerin analizinde non-parametrik testlerden olan Mann-Whitney U testi ve Kruskall Wallis testi kullanılmıştır. Verilerin analizi sonucunda ortaokul öğrencilerinin daimi bilim öğrenmeye yönelik motivasyonlarının cinsiyetlerine, sınıf düzeylerine, yaşlarına, fen dersi başarı notlarına anne ve baba eğitim düzeylerine göre anlamlı düzeyde farklılaştığı belirlenmiştir.
To cite this article / Atıf için:Seçkin Kapucu, M. (2016 Abstract: In this study, it has been aimed to evaluate Science Applications course curriculum according to the views of the teachers. Basic interpretive qualitative research was used in the research. Sample of the study consists of 21 teachers who were working at Eskişehir during 2014-2015 academic years and who were teaching Science Applications course. Criteria sampling which is a method of purposive sampling is used to select the sample of the research. Data collection of the research was performed using a semi-structured interview form that consisted of 14 questions, developed by the researcher. During the data collection process, face to face interviews were conducted with teachers. Content analysis was used in data analysis. NVivo software was used during coding. The findings of the research indicated that teachers haven't had sufficient information about the properties and content of the Science Applications course. Moreover, they stated that they had difficulties on the provision of the materials. Teachers made the following suggestions to improve the program: the number of the gains should be decreased; the content and assessment should be more practice-based; and learning-teaching process should include trip and observation-based activities. Based on the findings of the study, recommendations were submitted towards increasing the effectiveness of Science Applications course.
The use of technology in education gained importance in the 21 st century and the use of innovative technologies in education-technology integration came to the agenda. This study examines students' attitudes, thoughts, suggestions and opinions about digital hologram, which is one of the innovative technologies. The method used in the study was sequential explanatory approach, which is a mixed research method in which quantitative and qualitative methods are used together. The study was carried out with 418 students from six different public secondary schools affiliated to the Provincial Directorate of National Education in the Aegean Region. During the application process of the study, biodiversity, cells and divisions, DNA and genetic code, systems in our body topics, which are included in the science curriculum of the 5 th , 6 th , 7 th and 8 th grades were supported with digital holograms in a five-week period. Digital hologram attitude scale (DHAS) and digital hologram reflection form (DHRF) developed by researchers were used to collect data. Independent samples t-test and one-way analysis of variance (ANOVA) were used in the analysis of the data obtained from DHAS, whereas content analysis was used in the analysis of the data obtained from DHRF. As a result of the research, students' attitudes towards digital hologram were found to be positive. In addition, students' attitudes towards digital hologram did not differ significantly according to gender, grade, and school, but they differed according to science course academic achievement score in favor of students with a score between 85-100. Moreover, students evaluated the digital hologram as a useful tool that can contribute to academic learning and can be used in science class in the topics such as solar system and planets, space research, and living creatures. Based on these results, it is recommended to use the digital hologram at all grade levels and for the topics covered by science curriculum.
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