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Fen Öğretiminde Teknoloji Entegrasyonunun 21. Yüzyıl Beceri Boyutunda Değerlendirilmesi: Yavaş Geçişli Animasyon Uygulaması

Year 2016, Volume: 5 Issue: 2, 405 - 424, 08.06.2016
https://doi.org/10.14686/buefad.v5i2.5000183607

Abstract

Bu araştırmanın amacı,  sınıf öğretmeni adaylarının yavaş geçişli animasyon (YGA) oluşturma sürecinde 21. yüzyıl becerilerinin farklı boyutlarını kullanma durumlarının ve belirlenen ölçütlere göre animasyonların yeterliklerinin ortaya konulmasıdır. Araştırmanın çalışma grubunu bir Orta Anadolu’ da bulunan bir üniversitenin üçüncü sınıfında öğrenimine devam eden 16’ sı erkek 84’ ü kadın 100 öğretmen adayı oluşturmaktadır. Araştırma verileri açık uçlu soru formu, öğrenci ürünleri (YGA) ve dereceli puanlama anahtarı ile toplanmıştır. Araştırmada veriler yazılı olarak toplanmış ve betimsel analiz tekniği ile analiz edilmiştir. Araştırma sonucuna göre; öğretmen adaylarının planlama aşamasında “yaratıcılık ve yenilenme” ile “girişimcilik ve özyönetim” becerileri dışında 21. yüzyıla ilişkin diğer tüm becerileri kullandıkları belirlenmiştir. Öğretmen adaylarının oluşturdukları animasyonlar belirlenen ölçütlere göre değerlendirildiğinde “Fiziksel Olaylar”  öğrenme alanında oluşturulan YGA’ların en yeterli düzeyde olduğu sonucuna ulaşılmıştır. “Madde ve Değişim” öğrenme alanında oluşturulan YGA’lar ise oluşturma ölçütlerine göre değerlendirildiğinde, “Geri Dönüşüm” konusunda hazırlanan YGA dışındakilerin yetersiz oldukları belirlenmiştir

References

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  • Arnold, S.R., Padilla, M, J. ve Tunhikorn, B.(2009). The development of pre-service science teacher’s professional knowledge in utilizing ICT to support professional lives. Eurasia Journal of Mathematics, Science&Technology Education, 5(2), 91-101.
  • Atılboz, N. G. (2004). Lise 1. Sınıf öğrencilerinin mitoz ve mayoz bölünme konuları ile ilgili anlama düzeyleri ve kavram yanılgıları. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 24, 3, 147-157.
  • Birişçi, S. ve Karal, H. (2011). Öğretmen adaylarının bilgisayar destekli ortamda materyal tasarlarken işbirlikli çalışmalarının yaratıcı düşünme becerilerine etkisi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12 (2), 203-219
  • Brown, J. (2011).The impact of student created slowmation on the teaching and learning of primary science. (Yayımlanmamış Yüksek Lisans Tezi). University of Edith Cowan, Australia.
  • Brown, J., Murcia, K. ve Hackling, M. (2013). Slowmation: A multimodal strategy for engaging children with primary science. Teaching Science, 59 (4), 14-20.
  • Chang, H., Quintana, C., & Krajcik, J.S. (2010). The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter. Science Education, 94, 73 – 94
  • Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Tam metni www.alatechsource.org (Erişim Tarihi: 2013, 10 Ekim)
  • Darling- Hammond, L. ( 1995). Promising practices in teacher accrediation and standarts. In Marlaine E. Lockheed (Eds). Module training: Decentralization in education. World Bank Resources Sector Professional Week Papers, Washington, DC.
  • Dede, C. (2010). Comparing Frameworks for 21st Century skills. 21st Century skills. http://watertown.k12.ma.us/dept/ed_tech/research/pdf/ChrisDede.pdf (Erişim Tarihi: 2014, 3 Nisan)
  • Hayes, M.T. (2003). The pleasure of movie making. Journal of Computing in Teacher Education, 19(3), 82-86
  • Hoban, G. (2005). From claymation to slowmation: A teaching procedure to develop students' science understandings. Teaching Science: Australian Science Teachers Journal, 51(2), 26-30.
  • Hoban, G. ve Ferry, B. (2006). Teaching science concepts in higher education classes with slow motion animation (slowmation). Paper presented at the E-Learn 2006 World Conference on ELearning in Corporate, Government, Healthcare & Higher Education, Honolulu, Hawaii. www.editlib.org
  • Hoban, G. (2007). Using slowmation to engage preservice elementary teachers in understanding science content knowledge. Contemporary Issues in Technology and Teacher Education, 7(2), 1-9.
  • Hoban, G. (2009). Facilitating learner-generated animations with slowmation. In L. Lockyer, S. Bennett, S. Agostino & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects:Issues, Applications, and Technologies (pp. 313-330). Hershey, PA: IGI Global
  • Hoban, G.ve Nielsen, W. (2012). Learning science through Creating a ‘Slowmation’: A case study of preservice primary teachers. International Journal of Science Education, 1-28.
  • Hubscher-Younger, T., & Hari Narayanan, N. (2008). Turning the tables: Investigating character-istics and efficacy of student-authored animations and multimedia. In R. Lowe & W. Schnotz (Eds.),Learning with animation: Research implications for design (pp. 235 – 259). New York, NY:Cambridge University.
  • Keast, S., Cooper, R., Berry, A., Loughran, J. & Hoban, G., 2010, Slowmation as a pedagogical scaffolding for improving science teaching and learning. International Journal of Science and Mathematics 2 (1), 1-15.
  • Kervin, K. (2007), Exploring the use of slow motion animation (slowmation) as a teaching strategy to develop year 4 students' understandings of equivalent fractions. Contemporary Issues in Technology and Teacher Education, 7(2), 100-106.
  • Kidman, G. (2015). Faciliating meta-learning in preservice teachers: using integration and slowmation animation . Procedia - Social and Behavioral Sciences , 167, 117 – 123.
  • Köseoğlu, P., Yılmaz, M., Gerçek, C. ve Soran, H. (2007). Bilgisayar kursunun bilgisayara yönelik başarı, tutum ve öz-yeterlik inançları üzerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 203-209
  • Laybourne, K. (1998). The animation book. New York: Three Rivers Press.
  • Merriam, S. B. (2009). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
  • Miles, M.B & Huberman, A.M. (1994). Qualitative data analysis. Newbury Park, CA: Sage.
  • Olkun, S. ve Toluk, Z. (2003). İlköğretim etkinlik temelli matematik öğretimi. Ankara: Anı Yayıncılık
  • Organisation for Economic Co-operation and Development. (OECD). (2009). 21 st century skills and competences for new millennium learners in OECD countries. Education Working Papers, 41
  • Ochsner, K.(2010). Lights, camera, action research : the effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom. (Yayımlanmamış Doktora Tezi). University of Arizona State, Arizona.
  • Partnership for 21st Century Skills. (2009) Framework for 21st century learning. http://www.p21.org/our-work/p21-framework (Erişim Tarihi: 2013, 12 Ekim).
  • Rakes, G.C., Fields, V.S., & Cox, K.E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 38(4), 411-426.
  • Schank, P., & Kozma, R. (2002). Learning chemistry through the use of a representation-based
  • knowledge building environment. Journal of Computers in Mathematics and Science Teaching, 21, 253 – 279.
  • Seferoglu, S. S., Akbıyık, C. ve Bulut, M. (2008). İlköğretim öğretmenlerinin ve öğretmen adaylarının bilgisayarların öğrenme/öğretme sürecinde kullanımı ile ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 273-283.
  • Songer, N.B. (2007). Digital resources versus cognitive tools: A discussion of learning science with technology, In S. K. Abell& N. G. Lederman (Eds.), Handbook of Research on Science EducationMahwah, NJ. Lawrence Erlbaum.
  • Wagner, T. (2008b). Rigor redefined. Educational Leadership, 68 (2), 20-24.
  • Vratulis,V., Clarke, T., Hoban, G. ve Erickson, G.(2011). Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation. Teaching and Teacher Education, 27 (8), 1179-1188
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Year 2016, Volume: 5 Issue: 2, 405 - 424, 08.06.2016
https://doi.org/10.14686/buefad.v5i2.5000183607

Abstract

References

  • Afshari, M., Bakar, K.,A., Luan, W.,S., Samah, B.A. & Fooi, F.,S. (2009). Factors affecting teachers' use of ınformation and communication technology. International Journal of Instruction, 1 (2), 77-104.
  • Arnold, S.R., Padilla, M, J. ve Tunhikorn, B.(2009). The development of pre-service science teacher’s professional knowledge in utilizing ICT to support professional lives. Eurasia Journal of Mathematics, Science&Technology Education, 5(2), 91-101.
  • Atılboz, N. G. (2004). Lise 1. Sınıf öğrencilerinin mitoz ve mayoz bölünme konuları ile ilgili anlama düzeyleri ve kavram yanılgıları. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 24, 3, 147-157.
  • Birişçi, S. ve Karal, H. (2011). Öğretmen adaylarının bilgisayar destekli ortamda materyal tasarlarken işbirlikli çalışmalarının yaratıcı düşünme becerilerine etkisi. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12 (2), 203-219
  • Brown, J. (2011).The impact of student created slowmation on the teaching and learning of primary science. (Yayımlanmamış Yüksek Lisans Tezi). University of Edith Cowan, Australia.
  • Brown, J., Murcia, K. ve Hackling, M. (2013). Slowmation: A multimodal strategy for engaging children with primary science. Teaching Science, 59 (4), 14-20.
  • Chang, H., Quintana, C., & Krajcik, J.S. (2010). The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter. Science Education, 94, 73 – 94
  • Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Tam metni www.alatechsource.org (Erişim Tarihi: 2013, 10 Ekim)
  • Darling- Hammond, L. ( 1995). Promising practices in teacher accrediation and standarts. In Marlaine E. Lockheed (Eds). Module training: Decentralization in education. World Bank Resources Sector Professional Week Papers, Washington, DC.
  • Dede, C. (2010). Comparing Frameworks for 21st Century skills. 21st Century skills. http://watertown.k12.ma.us/dept/ed_tech/research/pdf/ChrisDede.pdf (Erişim Tarihi: 2014, 3 Nisan)
  • Hayes, M.T. (2003). The pleasure of movie making. Journal of Computing in Teacher Education, 19(3), 82-86
  • Hoban, G. (2005). From claymation to slowmation: A teaching procedure to develop students' science understandings. Teaching Science: Australian Science Teachers Journal, 51(2), 26-30.
  • Hoban, G. ve Ferry, B. (2006). Teaching science concepts in higher education classes with slow motion animation (slowmation). Paper presented at the E-Learn 2006 World Conference on ELearning in Corporate, Government, Healthcare & Higher Education, Honolulu, Hawaii. www.editlib.org
  • Hoban, G. (2007). Using slowmation to engage preservice elementary teachers in understanding science content knowledge. Contemporary Issues in Technology and Teacher Education, 7(2), 1-9.
  • Hoban, G. (2009). Facilitating learner-generated animations with slowmation. In L. Lockyer, S. Bennett, S. Agostino & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects:Issues, Applications, and Technologies (pp. 313-330). Hershey, PA: IGI Global
  • Hoban, G.ve Nielsen, W. (2012). Learning science through Creating a ‘Slowmation’: A case study of preservice primary teachers. International Journal of Science Education, 1-28.
  • Hubscher-Younger, T., & Hari Narayanan, N. (2008). Turning the tables: Investigating character-istics and efficacy of student-authored animations and multimedia. In R. Lowe & W. Schnotz (Eds.),Learning with animation: Research implications for design (pp. 235 – 259). New York, NY:Cambridge University.
  • Keast, S., Cooper, R., Berry, A., Loughran, J. & Hoban, G., 2010, Slowmation as a pedagogical scaffolding for improving science teaching and learning. International Journal of Science and Mathematics 2 (1), 1-15.
  • Kervin, K. (2007), Exploring the use of slow motion animation (slowmation) as a teaching strategy to develop year 4 students' understandings of equivalent fractions. Contemporary Issues in Technology and Teacher Education, 7(2), 100-106.
  • Kidman, G. (2015). Faciliating meta-learning in preservice teachers: using integration and slowmation animation . Procedia - Social and Behavioral Sciences , 167, 117 – 123.
  • Köseoğlu, P., Yılmaz, M., Gerçek, C. ve Soran, H. (2007). Bilgisayar kursunun bilgisayara yönelik başarı, tutum ve öz-yeterlik inançları üzerine etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 203-209
  • Laybourne, K. (1998). The animation book. New York: Three Rivers Press.
  • Merriam, S. B. (2009). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
  • Miles, M.B & Huberman, A.M. (1994). Qualitative data analysis. Newbury Park, CA: Sage.
  • Olkun, S. ve Toluk, Z. (2003). İlköğretim etkinlik temelli matematik öğretimi. Ankara: Anı Yayıncılık
  • Organisation for Economic Co-operation and Development. (OECD). (2009). 21 st century skills and competences for new millennium learners in OECD countries. Education Working Papers, 41
  • Ochsner, K.(2010). Lights, camera, action research : the effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom. (Yayımlanmamış Doktora Tezi). University of Arizona State, Arizona.
  • Partnership for 21st Century Skills. (2009) Framework for 21st century learning. http://www.p21.org/our-work/p21-framework (Erişim Tarihi: 2013, 12 Ekim).
  • Rakes, G.C., Fields, V.S., & Cox, K.E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 38(4), 411-426.
  • Schank, P., & Kozma, R. (2002). Learning chemistry through the use of a representation-based
  • knowledge building environment. Journal of Computers in Mathematics and Science Teaching, 21, 253 – 279.
  • Seferoglu, S. S., Akbıyık, C. ve Bulut, M. (2008). İlköğretim öğretmenlerinin ve öğretmen adaylarının bilgisayarların öğrenme/öğretme sürecinde kullanımı ile ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 273-283.
  • Songer, N.B. (2007). Digital resources versus cognitive tools: A discussion of learning science with technology, In S. K. Abell& N. G. Lederman (Eds.), Handbook of Research on Science EducationMahwah, NJ. Lawrence Erlbaum.
  • Wagner, T. (2008b). Rigor redefined. Educational Leadership, 68 (2), 20-24.
  • Vratulis,V., Clarke, T., Hoban, G. ve Erickson, G.(2011). Additive and disruptive pedagogies: The use of slowmation as an example of digital technology implementation. Teaching and Teacher Education, 27 (8), 1179-1188
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
There are 36 citations in total.

Details

Journal Section Articles
Authors

Nurhan Atalay

Şengül Saime Anagün This is me

Evrim GENÇ Kumtepe

Publication Date June 8, 2016
Published in Issue Year 2016 Volume: 5 Issue: 2

Cite

APA Atalay, N., Anagün, Ş. S., & Kumtepe, E. G. (2016). Fen Öğretiminde Teknoloji Entegrasyonunun 21. Yüzyıl Beceri Boyutunda Değerlendirilmesi: Yavaş Geçişli Animasyon Uygulaması. Bartın University Journal of Faculty of Education, 5(2), 405-424. https://doi.org/10.14686/buefad.v5i2.5000183607

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Bartın University Journal of Faculty of Education