The Use of Slow Motion and Digital Concept Maps in Primary School: An Evaluation in Terms of Science Attitudes and Metacognitive Awareness

Hakan Çite; Sümeyra Gürbüzer; Menşure Alkış Küçükaydın

Makale detayları

The Use of Slow Motion and Digital Concept Maps in Primary School: An Evaluation in Terms of Science Attitudes and Metacognitive Awareness

Yazarlar:

Hakan Çite | Sümeyra Gürbüzer | Menşure Alkış Küçükaydın

Yayıncı:

Pamukkale University

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 58, pp.177-200

Belge Tipi:

Makale

Yayın Tarihi:

2/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001289203

pISSN:

1301-0085

Anahtar kelimeler:

Özet:

 The aim of this study was to examine the effects of slow motion and digital concept maps used in science lessons on primary school 3rd-grade students science attitudes and metacognitive awareness levels. A quasi-experimental design with a pretest-posttest control group was used. Within the scope of the study, two of the three groups determined by unbiased assignment were experimental groups and one was the control group. In one of the experimental groups EG-1, science lessons were carried out using the slow motion technique, while digital concept mapping was applied for the other experimental group EG-2. In the control group CG, textbooks were followed in accordance with the science course curriculum. A total of 67 students participated in the study, with 21 students in EG-1, 25 students in EG-2, and 21 students in CG. Data were collected with the help of the Science Attitude Scale and Metacognitive Awareness Scale. ANOVA and ANCOVA were used in the analysis of data. According to the findings, both the attitude and metacognitive awareness scores of students in the EG-1 and EG-2 groups increased in the posttests. In addition, comparisons between the groups showed that digital concept maps were more effective than slow motion. Based on the results obtained, it can be suggested that further studies be carried out in different science units to evaluate the limitations of slow motion.

 The aim of this study was to examine the effects of slow motion and digital concept maps used in science lessons on primary school 3rd-grade students science attitudes and metacognitive awareness levels. A quasi-experimental design with a pretest-posttest control group was used. Within the scope of the study, two of the three groups determined by unbiased assignment were experimental groups and one was the control group. In one of the experimental groups EG-1, science lessons were carried out using the slow motion technique, while digital concept mapping was applied for the other experimental group EG-2. In the control group CG, textbooks were followed in accordance with the science course curriculum. A total of 67 students participated in the study, with 21 students in EG-1, 25 students in EG-2, and 21 students in CG. Data were collected with the help of the Science Attitude Scale and Metacognitive Awareness Scale. ANOVA and ANCOVA were used in the analysis of data. According to the findings, both the attitude and metacognitive awareness scores of students in the EG-1 and EG-2 groups increased in the posttests. In addition, comparisons between the groups showed that digital concept maps were more effective than slow motion. Based on the results obtained, it can be suggested that further studies be carried out in different science units to evaluate the limitations of slow motion.

 The aim of this study was to examine the effects of slow motion and digital concept maps used in science lessons on primary school 3rd-grade students science attitudes and metacognitive awareness levels. A quasi-experimental design with a pretest-posttest control group was used. Within the scope of the study, two of the three groups determined by unbiased assignment were experimental groups and one was the control group. In one of the experimental groups EG-1, science lessons were carried out using the slow motion technique, while digital concept mapping was applied for the other experimental group EG-2. In the control group CG, textbooks were followed in accordance with the science course curriculum. A total of 67 students participated in the study, with 21 students in EG-1, 25 students in EG-2, and 21 students in CG. Data were collected with the help of the Science Attitude Scale and Metacognitive Awareness Scale. ANOVA and ANCOVA were used in the analysis of data. According to the findings, both the attitude and metacognitive awareness scores of students in the EG-1 and EG-2 groups increased in the posttests. In addition, comparisons between the groups showed that digital concept maps were more effective than slow motion. Based on the results obtained, it can be suggested that further studies be carried out in different science units to evaluate the limitations of slow motion.

 Bu çalışmanın amacı, fen bilimleri dersinde kullanılan yavaş geçişli animasyon ile dijital kavram haritalarının ilkokul 3. sınıf öğrencilerinin fen tutumlarına ve üst bilişsel farkındalık düzeylerine etkisini incelemektir. Çalışmada ön test- son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma kapsamında yansız atama yoluyla belirlenen üç gruptan ikisi deney grubunu, biri ise kontrol grubunu oluşturmuştur. Deney gruplarından birinde DG-1 fen bilimleri dersi yavaş geçişli animasyon tekniği kullanılarak yürütülürken diğer deney grubunda DG-2 dijital kavram haritası kullanılmıştır. Kontrol grubunda KG ise fen bilimleri dersi müfredatına uygun olarak ders kitapları takip edilmiştir. DG-1 grubunda 21, DG-2 grubunda 25 ve KGde 21 öğrenci olmak üzere çalışma grubunda toplam 67 öğrenci yer almıştır. Veriler fen tutum ölçeği ile üstbilişsel farkındalık ölçeği yardımıyla toplanmıştır. Verilerin analizinde ANOVA ve ANCOVA kullanılmıştır. Elde edilen bulgulara göre DG-1 ve DG-2 gruplarının, son testlerde hem tutum hem de üstbilişsel farkındalık puanları artmıştır. Ayrıca gruplar arası kıyaslamalar, dijital kavram haritasının yavaş geçişli animasyondan daha etkili olduğunu göstermiştir. Elde edilen sonuçlara dayanarak fen bilimlerinin farklı ünitelerinde çalışmalar yapılması ve yavaş geçişli animasyonun sınırlılıklarının değerlendirilmesi önerilmiştir.

Makale detayları

The Use of Slow Motion and Digital Concept Maps in Primary School: An Evaluation in Terms of Science Attitudes and Metacognitive Awareness

Yazarlar:

Hakan Çite | Sümeyra Gürbüzer | Menşure Alkış Küçükaydın

Yayıncı:

Pamukkale University

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 58, pp.177-200

Belge Tipi:

Makale

Yayın Tarihi:

2/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001289203

pISSN:

1301-0085

science attitude

concept map

metacognitive awareness

technology

slow motion.fen tutumu

kavram haritası

üst bilişsel farkındalık

teknoloji

yavaş geçişli animasyon.

Sayı

Makale detayları

Yazarlar: Hakan Çite | Sümeyra Gürbüzer | Menşure Alkış Küçükaydın

Yayıncı: Pamukkale University

Dergi: Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 58, pp.177-200

Belge Tipi: Makale

Yayın Tarihi: 2/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001289203

pISSN: 1301-0085

Sayı

Yazarlar:

Hakan Çite | Sümeyra Gürbüzer | Menşure Alkış Küçükaydın

Yayıncı:

Pamukkale University

Dergi:

Pamukkale Üniversitesi Eğitim Fakültesi Dergisi Issue 58, pp.177-200

Belge Tipi:

Makale

Yayın Tarihi:

2/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001289203

pISSN:

1301-0085