Science Teacher Candidates' Experiences in Digital Story Creation Applications

Year 2024, Volume: 15 Issue: 1, 200 - 222, 28.04.2024

Gamze Kırılmazkaya

https://doi.org/10.51460/baebd.1424590

Abstract

The aim of this study is to examine the views of pre-service science teachers about their experiences with digital stories. In the study aiming to reveal pre-service science teachers' evaluations of digital stories, a case study from qualitative research designs was used. The study group of the research was formed through easily accessible case sampling, one of the purposeful sampling methods. Accordingly, the study was conducted with a total of 23 pre-service teachers, 21 (91.3%) female and 2 (8.7%) male, who were studying in the 3rd grade of the science teaching department at a university in the Southeastern Anatolia region of Turkey. In this study, a semi-structured interview form was used as a data collection tool. Descriptive analysis and content analysis techniques were used to analyze the data. When the data obtained from the research were analyzed, it was determined that pre-service teachers generally had positive views towards digital stories. In addition, pre-service science teachers stated that digital stories provide permanent learning and are remarkable. According to the results obtained in the study, it was observed that the digital story creation process contributed positively to pre-service teachers' science courses and teaching profession.

Keywords

Digital stories, pre-service science teachers, qualitative analysis, Storyjumper.

Fen Bilgisi Öğretmen Adaylarının Dijital Hikâye Oluşturma Uygulamaları Deneyimleri

Abstract

Bu çalışmada amaç fen bilgisi öğretmen adaylarının dijital hikaye deneyimlerine ilişkin görüşlerini incelemektir. Fen bilgisi öğretmen adaylarının dijital hikayelere ilişkin değerlendirmelerini ortaya koymayı amaçlayan çalışmada nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubu amaçlı örnekleme yöntemlerinden kolay ulaşılabilir durum örneklemesi yoluyla oluşturulmuştur. Buna göre çalışma Türkiye’nin Güneydoğu Anadolu bölgesinde yer alan bir üniversitede öğrenim gören fen bilgisi öğretmenliği bölümü 3. sınıfta öğrenim gören 21’i (%91.3) kadın, 2’si (%8.7) erkek olmak üzere toplam 23 öğretmen adayı ile gerçekleştirilmiştir. Bu çalışmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde betimsel analiz ve içerik analizi teknikleri kullanılmıştır. Araştırmadan elde edilen veriler incelendiğinde genel olarak öğretmen adaylarının dijital hikayelere yönelik olumlu görüşleri olduğu belirlenmiştir. Bunun yanı sıra fen bilgisi öğretmen adaylarının dijital hikayelerin kalıcı öğrenmeyi sağladığını, dikkat çekici olduğunu ifade etmişlerdir. Araştırmada elde edilen sonuçlara göre dijital hikaye oluşturma sürecinin öğretmen adaylarının fen derslerine ve öğretmenlik mesleğine yönelik olumlu katkı sağladığı gözlenmiştir. Araştırmadan elde edilen sonuçlara göre çeşitli önerilerde bulunulmuştur.

Keywords

Dijital hikaye, fen bilgisi öğretmen adayları, nitel analiz, storyjumper.

References

• Alismail, H. A. (2015). Integrate Digital Storytelling in Education. Journal of Education and Practice, 6(9), 126 129.
• Anand, N., & Dogan, B. (2021). Impact of informal learning environments on STEM education: Views of elementary students and their parents. School Science and Mathematics, 121, 369–377.
• Arya, D., & Maul, A. (2012). The role of the scientific discovery narrative in middle school science education: An experimental study. Journal of Educational Psychology, 104, 1022–1032.
• Barrett, H. (2005). Storytelling in higher education: A theory of reflection on practice to support deep learning. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005-Society for Information Technology & Teacher Education International Conference (pp. 1878-1883). Association for the Advancement of Computing in Education (AACE).
• Bilen, K., Hoştut, M. & Büyükcengiz, M. (2019). The effect of digital storytelling method in science education on academic achievement, attitudes, and motivations of secondary school students. Pedagogical Research, 4(3), 1–12.
• Browning, E. & Hohenstein, J. (2015). The use of narrative to promote primary school children's understanding of evolution. International Journal of Primary, Elementary and Early Year Education, 43, 530–547.
• Burmark, L. (2004). Visual presentations that prompt, flash & transform. Media and Methods, 40(6), 4–5.
• Chung, S. K. (2006). Digital storytelling in integrated arts education. The International Journal of Arts Education, 4(1), 33-63.
• Creswell, J. W. (2007). Qualitative Inquiry and Research Design: Choosing among Five Approaches (2nd Ed.). Sage
• Czarnecki, K. (2009). Digital storytelling in practice: Storytelling in context. Library Technology Reports, 45(7), 5-8.
• Demirer, V. (2013). İlköğretimde e-Öyküleme Kullanımı ve Etkileri. Konya: Selçuk Ünversitesi Eğitim Bilimleri Enstitüsü, Doktora Tezi.
• Dogan, B. (2012). Educational Uses of Digital Storytelling in K-12: Research Results of Digital Storytelling Contest (DISTCO). P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (s.1353-1362). Chesapeake, VA: AACE. http://www.editlib.org/p/39770 adresinden adresinden 17.12.2023 tarihinde erişilmiştir.
• Doğan, B. & Robin, B. (2008). Implementation of Digital Storytelling in the Classroom by TeachersTrained in a Digital Storytelling Workshop. K. McFerrin v.d. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (s. 902-907). Chesapeake, VA: AACE.
• Duveskog, M., Tedre, M., Sedano, C. I. & Sutinen, E. (2012). Life planning by digital storytelling in a primary school in rural Tanzania. Journal of Educational Technology & Society, 15(4), 225-237.
• Gakhar, S. (2007). The influence of digital storytelling experience on pre-service teacher education students' attitudes and intentions. Masters Abstracts International, 46(1).
• Glesne, C. (2013). Nitel araştırmaya giriş. (Çev. Ed. A. Ersoy ve P. Yalçınoğlu). Ankara: Anı Yayıncılık. Göçen-Kabaran, G., & Uşun, S. (2021). Dijital materyal tasarımı yeterlikleri ölçeği (DMTYÖ): Bir ölçek geliştirme çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 11, 2, 281-307
• Green, M. R. (2011). Teaching the Writing Process through Digital Storytelling in Pre- service Education. Yayınlanmamış Doktora Tezi, University of Texas.
• Gregori-Signes, C. (2014). Digital storytelling and multimodal literacy in education. Porta Linguarum, 22, 237–250.
• Gürsoy, G. (2021). Digital storytelling: Developing 21st century skills in science education. European Journal of Educational Research, 10(1), 97–113.
• Hoban, G., Nielsen, W. & Shepherd, A. (2015). Student-generated digital media in science education: Learning, explaining and communicating content. New York, NY: Routledge.
• Hurlburt, G. F. & Voas, J. (2011). Storytelling: From cave art to digital media. IT Professional, 13, 4–7.
• Hull, G. & Nelson, M. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224–261.
• Hung, C. M., Hwang, G. J. & Huang, I. (2012). A project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368–379.
• Kahraman, Ö. (2013). Dijital hikâyecilik metoduyla hazırlanan öğretim materyallerinin öğrenme döngüsü̈ giriş̧ aşamasında kullanılmasının fizik dersi başarısı ve motivasyonu düzeyine etkisi. Yayımlanmamış Doktora Tezi. Balıkesir Üniversitesi, Balıkesir.
• Kajder, S. B. (2004). Enter here: Personal narrative and digital storytelling. English Journal, 93(3), 64-68.
• Karakoyun, F. & Kuzu, A. (2016). The investigation of preservice teachers’ and primary school students’ views about online digital storytelling. European Journal of Contemporary Education, 15(1), 51-64. https://doi.org/10.13187/ejced.2016.15.51
• Kolburan-Geçer, A. & Bakar-Çörez, A. (2020). Ortaöğretim öğretmenlerinin BİT kaynaklarından yararlanma durumları ve yaşadıkları sorunlar: Kocaeli örneği. Eğitim Teknolojisi Kuram ve Uygulama, 10(1), 1-24
• Kurtoğlu Erden, M. ve Uslupehlivan, E. (2016). Eğitim Fakültesi Öğrencilerinin Dijital Öykü Kavramına Yönelik Algılarının İncelenmesi, M. Elmas ve diğerleri (Ed.), International Conference on Quality in Higher Education Bildiriler Kitabı içinde (s. 244-253), Sakarya.
• Lambert, J. (2010). Digital storytelling cookbook and traveling companion. Digital Diner Press
• Mihailidis, P. and Cohen, J.N., (2013). Exploring Curation as a core competency in digital and media literacy education. Journal of Interactive Media in Education, 2013(1), p.Art. 2.DOI: https://doi.org/10.5334/2013-02
• Miles, M.B. & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. (Second Edition). California: Sage Pablications, Inc.
• Milli Eğitim Bakanlığı (MEB) (2018). Fen Bilimleri Öğretim Programı.
• National Research Council (NRC). (2000). Inquiry and the national science education standards. Washington, DC: National Academies Press.
• Niemi, H , Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J. & Kuokkanen, A. (2014) Digital Storytelling for 21st-Century Skills in Virtual Learning Environments. Creative Education, 5, 657-671. doi: 10.4236/ce.2014.59078
• Niemi, H., Niu, S., Vivitsou, M. & Li, B. (2018). Digital storytelling for twenty-first-century competencies with math literacy and student engagement in China and Finland. Contemporary Educational Technology, 9(4), 331–353.
• Norman, A. (2011). Digital storytelling in second language learning: A qualitative study on students’ reflections on potentials for learning. Yayınlanmamış Doktora Tezi, Norwegian University of Science and Technology. Ulum, E., & Ercan-Yaman, F. (2018). Fen bilimleri dersinde dijital hikaye hazırlamanın ders başarısı düşük ve bilgisayarla fazla vakit geçiren öğrenciler üzerindeki etkisinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 12(2), 306-335.
• Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220–228.
• Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17–29. Retrieved from http://revistes.ub.edu/index.php/der/article/view/16104
• Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487-506.
• Sancar-Tokmak, H., Sürmeli, H. & Özgelen, S. (2014). Preservice science teachers’perceptions of their TPACK development after creating digital stories. International Journal of Environmental and Science Education, 9(3), 247-264.
• Smeda, N., Dakich, E. & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1, 1–6.
• Şimşek, M.R. (2020). Towards emancipatory L2 instruction: Exploring significant learning outcomes from collaborative digital storytelling. International Journal of Educational Methodology, 6(3), 555-569. https://doi.org/10.12973/ijem.6.3.555
• Valkanova, Y. & Watts, M. (2007). Digital story telling in a science classroom: Reflective self-learning (RSL) in action. Early Child Development and Care, 177(6-7), 793–807.
• Wang, S. & Zhan, H. (2010). Enhancing teaching and learning with digital storytelling. International Journal of Information and Communication Technology Education (IJICTE), 6(2), 76-87.
• Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.
• Yüksel, P. (2011). Using digital storytelling in early childhood education a phenomenological study of teachers’ experiences. Yayınlanmamış Doktora Tezi, The Middle East Technical University.
• Yuksel, P., Robin, B. & McNeil, S. (2011). Educational uses of digital storytelling all around the world. M. Koehler & P. Mishra (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (s. 1264-1271). Chesapeake, VA: AACE.
• Yoon, T. (2013). Are you digitized? Ways to provide motivation for ELLs using digital storytelling. International Journal of Research Studies in Educational Technology, 2(1), 25–34.