The Effect of Digital Storytelling Method in Science Education on Academic Achievement, Attitudes, and Motivations of Secondary School Students
Kadir Bilen, Mustafa Hoştut, Mustafa Büyükcengiz
PEDAGOGICAL RES, Volume 4, Issue 3, Article No: em0034
https://doi.org/10.29333/pr/5835
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The purpose of this study was to analyze how the digital storytelling method used in science education affects students’ academic success as well as their attitudes, and motivations toward learning science. The study group of the research consisted of a total of 60 6th-grade secondary school students, 30 of whom were in the experiment and 30 of whom were in the control group; all were receiving education at a state secondary school in the Alanya district of the city of Antalya in the 2015-2016 academic year. As the research model, the mixed method was used. The semi-experimental design, in which quantitative data are supported by qualitative data, was used in the study. The quantitative dimension of the study consisted of data obtained from the Academic Test for “Our Earth, the Moon, and Our Source of Life the Sun” unit, the Attitude Scale for Science Lessons, and the Motivation Scale for Learning Science; the qualitative dimension consisted of the semi-structured feedback forms on the use of the digital storytelling method in science lessons. According to the results of the study, it was determined that the digital storytelling method positively affected the academic success and attitudes of the students in the experiment group when compared with the students in the control group in terms of the 6th-grade “Our Earth, the Moon, and Our Source of Life the Sun” unit in their science lesson and no significant difference was found in their motivations. In addition, according to the data obtained from the semi-structured forms, it was concluded that the use of the digital storytelling method in the students’ learning process and the use of technology had a great amount of positive effect.
Keywords: science education, digital storytelling, academic success, attitude, motivation
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The Use of Museum Specimens for Marine Education
Ayano Omura
PEDAGOGICAL RES, Volume 4, Issue 3, Article No: em0035
https://doi.org/10.29333/pr/5836
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Today, the necessity of marine education is being stated. Especially raising awareness about biodiversity is important in marine education. Museums not only house exhibits but also have the function of storing specimens. They hold specimens not available to the public daily that can be used for educational and research purposes. Samples of creatures that are difficult to keep and of unusual organisms are often stored in museums. Also, since immersion specimens do not move, they are suitable for observation. The forms of fish are especially diverse. Observations of fish of various forms facilitate the understanding of fish morphology and awareness of biodiversity. Therefore, we conducted a marine biology course using museum fish specimens. In that course, in order to encourage learners’ activeness, we implemented quizzes and organized sessions with story nature. Before the lecture, the awareness of the morphology of the fish was low. The lecture was able to make the diversity of fish form understanding. Learners actively attended, observed and deepened their understanding. Also, we were able to tell learners about the function of the museum. It was found that the use of museum specimens is beneficial for observing precious biological specimens.
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Preservice Teachers’ Perceived Self-Efficacy in Selection of Teaching Methods and Techniques
Hülya Hamurcu, Tuncay Canbulat
PEDAGOGICAL RES, Volume 4, Issue 3, Article No: em0036
https://doi.org/10.29333/pr/5837
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The aim of this research is to identify perceived efficacy of a group of preservice teachers regarding selection of teaching methods and techniques. It seems important for preservice teachers to benefit from teaching methods and techniques in terms of learning processes in different subjects as they practice their profession. As this is a descriptive study, the survey model was used. Data were collected with Preservice Teachers’ Perceived Self-Efficacy in Selection of Teaching Methods and Techniques Scale, developed by Durdukoca et al. (2017). The study sample comprised of 321 fourth-year students in departments of Primary Teacher Education, Turkish Teacher Education, Social Sciences Teacher Education and Preschool Teacher Education in Buca Faculty of Education at Dokuz Eylül University during Spring Semester of the academic year of 2017-2018. Obtained data were analyzed with SPSS 22, ANOVA and t-test. Data analysis showed that the preservice teachers had high perceived self-efficacy in selection of teaching methods and techniques and that there was a significant difference between the participants from different departments.
Keywords: preservice teachers, perceived efficacy regarding selection of teaching methods and techniques, teaching methods and techniques
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