Development of an Instructional Material for an Enriched Book Relating to "Interactions between Chemical Types" Unit in The Ninth Grade Chemistry Curriculum and Investigation Its Effects

Hakkari, Fidan; Yeloglu, T; Tüysüz, Cengiz; Ilhan, Nail

doi:10.15390/eb.2017.6690

Cited by 6 publications

(5 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, no significant difference was found between the teacher C experiment group students' perception scores of information and communication skills before and after the application. In their study Hakkari, Yeloğlu, Tüysüz and İlhan (2017) concluded that z-book did not cause significant differences in attitudes towards technology. This is an unexpected result of the study.…”

Section: Discussionmentioning

confidence: 94%

Investigating the Effects of Web-Based Science Material for Guided Inquiry Approach on Information and Communication Skills of Students

Ormancı

Çepni

2020

Participatory Educational Research

View full text Add to dashboard Cite

In parallel with the development of technology and increase in knowledge, learning-teaching environments have changed, and an understanding has taken into basis that students are active and responsible for their own learning. In accordance with this situation, inquiry-based learning approach and technology integration have come to an important point in science curricula in our country. In the study, it was aimed to investigate the effectiveness of web-based science material developed on the guided inquiry approach on students' information and communication skills. In the current study, embedded design was selected amongst mixed methods. First, web-based material was developed compatible with the guided inquiry approach for the systems in our body unit at sixth grade. Then, the developed material was applied during eight weeks by three teachers in three different classes and its effectiveness was examined. A total of 155 sixth grade students, 71 of whom were in the experimental group and 84 in the control group, participated in the study. In the study; "Information and Communication Skills Perception Scale" was used as a quantitative data collection tool and an observation form was used as the qualitative data collection tool. As a result of the study; although there was an increase in the information and communication skills perception scores of the students in the experimental group in which the web-based science material was applied according to the guided inquiry approach, it was understood that this difference was not significant [t(70)=-3.76, p>.05]. Even though there is an increase in information and communication skills, it is thought that this increase is not significant in terms of the students' perceptions of information and communication skills as these students were born into the technology age, developed high perception towards information and communication skills through their own tablets, computers, phones and other similar medium.

show abstract

Section: Discussionmentioning

confidence: 94%

Investigating the Effects of Web-Based Science Material for Guided Inquiry Approach on Information and Communication Skills of Students

Ormancı

Çepni

2020

Participatory Educational Research

View full text Add to dashboard Cite

show abstract

“…Students were randomly assigned to experimental and control groups. The pre-test helps to know the degree of similarity between the experimental and control groups before the experimental process (Hakkari et al, 2017). During the application, the control group followed the regular instruction, while the experimental group was supported with open courseware, in addition to regular instruction.…”

Section: Research Modelmentioning

confidence: 99%

“…In this regard, Internet technology and web-based applications have enhanced learning efficiency (Üzel & Özdemir, 2012) and increased motivation of learners (Demirli & Dikilci, 2003;Strommen, 1992). Multimedia enriched courses can increase the success level of students (Aşıksoy & Ozdamli, 2017;Hakkari et al, 2017;Rusanganwa, 2015;Zahra, 2016). Presenting efficient learning materials to students is crucial to provide effective educational solutions (Swigart & Liang, 2016).…”

Section: Introductionmentioning

confidence: 99%

Open Courseware-Based Logic Design Course

Balcı

Çiloğlugil

İnceoğlu

2020

Croatian Journal of Education

View full text Add to dashboard Cite

Logic Design is one of the core courses of many engineering programs and provides a foundation for the following hardware courses in the curriculum. In this study, a course design supported by digital open courseware for Logic Design is presented. In this regard, syllabus, slides, laboratory manual handbook including experiment sheets and simulations, experiment videos, assignments and examples were prepared. The aim of this research is to determine the effect of supporting Logic Design course with digital open courseware on student achievement. It also aims to determine students’ opinions regarding this approach. The study follows a mixed methods approach with the pretest-posttest control group experimental research design. The study was conducted at a university in Turkey in spring semester of 2017-2018 academic year with 68 computer engineering students. While the students of experiment group took the course supported with digital open courseware, only regular instruction was used in the control group. The quantitative data were collected from an achievement test including open-ended questions and surveys. The qualitative data were gathered by semi-structured focus group interviews. The findings were meticulously analyzed to provide suggestions for revision of the course. Finally, future work directions were discussed.Key words: Achievement; course design; digital open courseware; engineering education; logic design.

show abstract

“…Teachers of generation Z students need enriched learning-teaching materials more than ever to draw their attention to the lesson in the classroom (Cilliers, 2017). Educational videos (Carmichael & Karpicke, 2018), animations (Berney & Bétrancourt, 2016), e-books (Swanson, Austin, Stewart & Scammacca, 2020), z-books (Hakkari, Yeloğlu, Tüysüz & İlhan, 2017), digital stories (Robin, 2008), digital competition www.mojet.net (Wang, & Tahir, 2020), digital puzzles (Whisenand & Dunphy, 2010), learning management systems (Conde, García-Peñalvo, Rodríguez-Conde, Alier, Casany & Piguillem, 2014), online experiments (Crippen, Archambault & Kern, 2013), virtual classrooms (Blume, Göllner, Moeller, Dresler, Ehlis & Gawrilow, 2019), and many materials and applications are digital learning resources showed to be effective on student learning and make the teaching process more efficient. These materials are used to support the learning of generation Z students and make teachers' teaching planning, implementation, and evaluation processes more practical and efficient.…”

Section: Introductionmentioning

confidence: 99%

Examining the factors affecting teachers’ use of digital learning resources with UTAUT2

Avci¹

2022

MOJET

View full text Add to dashboard Cite

Digital learning resources include various tools and applications that effectively plan and evaluate instructions, increase student learning, and make the teaching process more efficient. Although digital learning resources are compatible with Generation Z students’ learning paths and are used to make the teaching planning, implementation, and evaluation process more practical, teachers do not frequently use them. This study aimsto determine the predictive powers of variables within the framework of the UTAUT2 model for teachers’ intention to use and their use behavior of Digital Teaching Resources. In line with the research purpose, data from 355 teachers working at different education levels were collected through the UTAUT2 scale. In the UTAUT2 model, Social Influence, Facilitating Conditions, Hedonic Motivation, Performance Expectancy, Effort Expectancy, Price Value, and Habit are exogenous variables. Furthermore, Use Behavioris endogenous and Behavioral Intention is the mediator variable. Path analysis was used for determining the predictive level of the exogenous variables and the mediating variable. According to the results, teachers’ Intention to Use digital learning materials is predicted by Hedonic Motivation, Performance Expectancy, and Habit. Similarly, the Use Behavior is predicted by Behavioral Intention and Habit. Extrinsic variables directly explain 81% of the variance in Behavioral Intention, while exogenous variables and Behavioral Intention directly or indirectly explain 67% of the variance in Use Behavior.

show abstract

Development of an Instructional Material for an Enriched Book Relating to "Interactions between Chemical Types" Unit in The Ninth Grade Chemistry Curriculum and Investigation Its Effects

Cited by 6 publications

References 29 publications

Investigating the Effects of Web-Based Science Material for Guided Inquiry Approach on Information and Communication Skills of Students

Investigating the Effects of Web-Based Science Material for Guided Inquiry Approach on Information and Communication Skills of Students

Open Courseware-Based Logic Design Course

Examining the factors affecting teachers’ use of digital learning resources with UTAUT2

Contact Info

Product

Resources

About