Biyoloji Öğretiminde Bilgisayar Animasyonlarının Kullanılmasına Yönelik Öğrenci Görüşleri

Yakışan, Mehmet; Yel, Mustafa; Mutlu, Mehmet

doi:10.19128/turje.181062

Cited by 7 publications

(7 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The review of the literature conducted for the present study indicates that there has been extensive research examining the effect of web-based teaching activities on learning (Akdeniz, Öztürk and Bakırcı, 2017;Güven and Sülün, 2012;Kuş, 2006;Koçoğlu and Koka, 2018;MacGregor and Lou, 2005;Tay and Yıldırım, 2013;Tezci, 2003;Türker and Yaylak, 2011;Toros and Yeşiltaş, 2015;Yeşiltaş and Turan, 2015). Some of this research focused on the effectiveness of WebQuest (Aydoğdu-Yenilmez, Özpınar and Gökçe, 2017; Doğru and Şeker, 2012;Yang, 2014), while others focused on the effectiveness of animations (Aslan-Efe, 2015;Aktaş, 2015;Genç, 2013;Karaçöp, Doymuş, Doğan and Koç, 2009;Yakışan, Yel and Mutlu, 2009). The literature review has detected no previous study that compares all three of the WebQuest, animation, and traditional teaching methods in terms of learning outcomes.…”

Section: Animationmentioning

confidence: 99%

Sosyal Bilgiler Eğitiminde WebQuest ve Animasyon Kullanımının Akademik Başarıya ve Kalıcılığa Etkisi

Gürgil¹

2019

OPUS Uluslararası Toplum Araştırmaları Dergisi

View full text Add to dashboard Cite

The aim of this study is to analyze the effects of animation and WebQuest teaching methods on students' academic achievement and retention of the learned knowledge. One control and two experimental groups were used in this quasi-experimental study. 94 students participated in the study, 32 of which were in the experimental group 1 taught by using WebQuest, 31 in the experimental group 2 taught by using animation, and 31 in the control group which was taught through traditional teaching. The study was carried out in the fall semester of 2017-2018 academic year in a secondary school (with middle socioeconomic level students) located in Ankara. The academic achievement test, which was prepared by the researcher, was applied to all three groups as the pre-test, post-test, and retention test. The findings revealed that the teaching method, applied in three different groups whose learning level was equivalent at the beginning of the study, affected academic achievement to different degrees. The analysis of the post-test data indicates that animation and WebQuest teaching methods have a similar effect on increasing academic success. On the other hand, the WebQuest teaching method has emerged as the most effective method for remembering the information learned.

show abstract

Section: Animationmentioning

confidence: 99%

Sosyal Bilgiler Eğitiminde WebQuest ve Animasyon Kullanımının Akademik Başarıya ve Kalıcılığa Etkisi

Gürgil¹

2019

OPUS Uluslararası Toplum Araştırmaları Dergisi

View full text Add to dashboard Cite

show abstract

“…Examining life in all its aspects, biology is quite rich in terms of concepts (Yakışan, Yel & Mutlu, 2009). In addition to having such rich conceptual content, biology is also a highly difficult class to both teach and learn because of its abstract and complex structure (Bahar, Johnstone & Hansell, 1999;Çimer, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Experimental Study Method on Teaching Basic Microbiology Concepts

Atav¹,

Acarlı²

2020

BUEFAD

View full text Add to dashboard Cite

In this study, the effects of experimental applications in the teaching of basic concepts in microbiology have been investigated. The study was conducted with 32 pre-service teachers. In the study, pre-service students’ understanding of the basic concepts of microbiology, and the effects of microbiology applications on their learning were investigated by a concept test with a pre-test post-test application. Before each experimental application, the pre-service teachers were asked to define the basic concepts in the pre-test concept test. Then, the experimental application was carried out and two weeks later, they were asked to define the same concepts once more. The answers to the concepts in the pre-test and post-test were evaluated with the aid of the qualitative data analysis program maxQDA. Constructive content analysis method was used in the analysis of the data and the pre-test and post-test scores of pre-service teachers was compared by using "Wilcoxon Marked Ranks Test", a nonparametric method. It was determined that laboratory applications were effective on pre-service teachers in obtaining accurate information about concepts they previously did not know and in correcting their misconceptions, if they had any.

show abstract

“…The fact that abstract concepts are abundant in science courses and that a teaching method involving the use of animations for teaching these abstract concepts is more successful than traditional method of teaching demonstrate that animations contribute positively to education (İnaç, 2010). Due to the broad content, often abstract and dynamic nature of the biology lessons, effective teaching can be done with animations (Yakışan, Yel, & Mutlu, 2013). According to Sanger, Brecheisen and Hynek (2001), the use of computer animations in teaching helps students to understand abstract molecular biology concepts such as diffusion, osmosis, active transport, three-dimensional structure of DNA, cellular transport system, membrane structure and enzyme-substrate complex.…”

Section: Introductionmentioning

confidence: 99%

Use of Slowmation in Biology Teaching

Karakoyun¹,

Yapıcı²

2018

IES

View full text Add to dashboard Cite

The purpose of the study was to investigate the views of preservice teachers about use of slowmation in biology teaching. In the study, descriptive model was used. The participants were 12 third-grade preservice teachers in the department of Biology Education at Ziya Gökalp Education Faculty of Dicle University in the Spring Term of the academic year of 2016-2017. The research data were collected via observations and semi-structured interviews. In the research process slowmation activities were carried out with preservice biology teachers and at the end of these activities the preservice teachers’ views about the activities were determined. The data collected in the study were analyzed using the content analysis method. As revealed by the analysis of the data, the preservice teachers thought that the slowmation activities contributed to the development of some 21st century skills such as creativity, communication and cooperation skills, information literacy, research skills, technology and media literacy skills. In addition, the preservice teachers reported that the process of creating slowmation was interesting and that they entertained in the process. On the other hand, the preservice teachers also stated that it was difficult to create scenarios and that they experienced problems with the materials used. Moreover, it was seen that the preservice teachers faced problems with the video editing software and that they experienced disputes regarding the distribution of duties during group works. The preservice teachers also put forward suggestions regarding the use of slowmation activities in biology teaching saying that teachers and students could work together in the application process; that activities could be carried out to summarize the subject and to increase permanency; and that different tools and software programs could be used.

show abstract

Biyoloji Öğretiminde Bilgisayar Animasyonlarının Kullanılmasına Yönelik Öğrenci Görüşleri

Cited by 7 publications

References 12 publications

Sosyal Bilgiler Eğitiminde WebQuest ve Animasyon Kullanımının Akademik Başarıya ve Kalıcılığa Etkisi

Sosyal Bilgiler Eğitiminde WebQuest ve Animasyon Kullanımının Akademik Başarıya ve Kalıcılığa Etkisi

The Effect of Experimental Study Method on Teaching Basic Microbiology Concepts

Use of Slowmation in Biology Teaching

Contact Info

Product

Resources

About