Views on Interactive E-Book Use in Science Education of Teachers and Students Who Perform E-book Applications

Abstract

In parallel with the development in information and communication technologies, technology integration has been initiated in science education programs and lesson environments, and educational e-contents have been created by National Education and related institutions by making the books compatible with technology supported education. In parallel with this situation, the aim of the study was to obtain the interactive e-book views of the teachers and students performing the applications. This research, conducted in accordance with the case study, was carried out with three teachers working in three different secondary schools in Bursa and 71 students studying in their classrooms. Interactive e-book prepared in HTML format was developed by the researcher. The student opinion form, student interview form and teacher interview form were used as data collection tools. The data obtained were analyzed in accordance with the content and descriptive analysis. In the findings obtained from the teachers, it was understood that the teachers liked the interactive e-book and found it useful. The main reason for this is thought to be that the interactive e-book was prepared as a progressive system in line with the regular, systematic and curriculum objectives. In addition, students stated that they liked the interactive e-book and found it beautiful. In this context, it can be said that similar interactive e-book examples can be created in different science subjects.

Fen Bilimleri Öğretmenlerinin Etkileşimli E-Kitap Kullanımına Yönelik Görüşlerinin İncelenmesi

“…From this point of view, it is essential to support the use of digital education technologies such as interactive ebooks and e-content (Barate, Ludovico, & Mangione, 2014). However, it can be said that there is a lack of interactive science materials for technology integration in our country (Ormancı & Çepni, 2020).…”

“…ve bu alanda çalışmalar artırılmalıdır(Ormancı ve Çepni, 2020;Yıldırım, Baydaş ve Göktaş, 2017). Örneğin, Hakkari ve arkadaşlarının (2017) 9. sınıf öğrencileri ile yaptığı çalışmada etkileşimli e-kitap için 9.sınıf kimya dersi ile ilgili materyal geliştirip bu eğitimin öğrencilerin akademik başarılarına, kimya dersi ve teknolojiye yönelik tutumlarına, motivasyonlarına etkilerini nicel yöntem ile incelemişlerdir.…”

Utilization of e-book 3-dimensions information systems based on google analytics

“…Considering that the interactive e-books developed in this study have many positive effects on students, it is necessary to develop interactive e-books for other units in science education and happen in animation should be added to the page after animation. Also in terms of animation, it can be suggested that some animations in the literature can be attributed to three-dimensional animation, in particular (Ormancı & Çepni, 2020).…”

The Impact of Static Fluid E-Module by Integrating STEM on Learning Outcomes of Students

“…The advantages of E-Module includes; easily accessible (Abidin & Walida, 2019), can be designed with multiple media or multimedia (Suwatra et al, 2018), greater interactivity (Boticki et al, 2019), and being very affordable economically due to E-Module do not need to print. Other advantages of the E-module are Narration (text can be added with or highlighted) (Hsieh & Huang, 2020), Hot Spots (possibility of images, graphics, or text provided with a link with practice questions links), Audio (sound effects that can be included in the text), and Visual (images can be added with animation or video) (Bates et al, 2016;Ormancı & Çepni, 2020). In general, E-Module can be accessed by smartphones, laptops, or PCs (Handayani et al, 2021).…”