Mathematics and science teachers’ perceptions about using drama during the digital story creation process

Yuksekyalcin, Gozen; Tanriseven, Işıl; Sancar-Tokmak, Hatice

doi:10.1080/09523987.2016.1236970

Cited by 11 publications

(3 citation statements)

References 8 publications

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“…However, this situation might stem from the fact that they do not have sufficient knowledge of the relevant literature. In the literature, various studies showed that digital storytelling can be used for teaching different subjects (Karataş et al, 2018); Kilic and Sancar-Tokmak (2017); Robin (2008); Sancar-Tokmak et al (2014); Sancar-Tokmak and Yanpar-Yelken (2015); Yuksekyalcin et al (2016). In addition, digital storytelling is not required for all content.…”

Section: Discussionmentioning

confidence: 99%

“…(Joo et al, 2018). When the digital storytelling literature is examined, it is seen that some researches are about the perceptions of teachers or pre-service teachers on digital storytelling (Condy et al, 2012; Karataş et al, 2018; Kilic and Sancar-Tokmak, 2017; Kocaman-Karoglu, 2014; Yuksekyalcin et al, 2016); some researches are about the effect of digital storytelling on different variables like motivation, achievement, etc. (Hung et al, 2012; Nam, 2017; Yang and Wu, 2012); some researches are about the effect of digital storytelling on TPACK skills (Sancar-Tokmak et al, 2014; Sancar-Tokmak and Yanpar-Yelken, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling

Kukul

2023

E-Learning and Digital Media

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The purpose of this study is to investigate digital storytelling based on the technology acceptance model. For this aim, the study was conducted as a case study with the participation of 52 pre-service mathematics teachers. The findings firstly showed that most of the pre-service teachers’ perceived ease of use was high as they consider digital storytelling contributed to the learning environment and their professional development. It was additionally observed in participant responses that their usefulness perceptions are high. Consequently, most pre-service teachers intend to use digital storytelling in their future teaching practices. It was finally revealed that some of the pre-service teachers stated their intention of their students’ participation in the digital storytelling process, while others expressed their intention of bringing their own digital stories to the classroom as educational material.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling

Kukul

2023

E-Learning and Digital Media

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“…This has become necessary because STEM's focus on education based on science or mathematics is not enough. The inclusion of the 'A' of arts in STEM activities delivers a natural platform for transdisciplinary inquiry (Quigley & Herro, 2016), which will have a positive effect on learners' attitudes towards learning science (Yuksekyalcin et al, 2016). The STEM to STEAM shift emphasises the relevance of the arts and creativity within the traditional STEM fields (Marmon, 2019).…”

Section: The Significance Of the Stem To Steam Shiftmentioning

confidence: 99%

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Okwara

Pretorius

2023

JCVE

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This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.

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Surprise and Story in Thinking and Learning and Their Absence from Mathematics Education

Gadanidis

Cendros

2022

Integrated Science

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Mathematics and science teachers’ perceptions about using drama during the digital story creation process

Cited by 11 publications

References 8 publications

Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling

Should I use digital storytelling in my future classroom? Why or why not? Investigating pre-service math teachers’ acceptance of digital storytelling

The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change

Surprise and Story in Thinking and Learning and Their Absence from Mathematics Education

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