The Effect of Using Digital Story In Teaching Proverbs And Idioms To Primary School Students

Yıl 2023, Cilt: 10 Sayı: 3, 520 - 531, 30.12.2023

Fatmagül Sarıoğlu Seda Altunbaş Yavuz

https://doi.org/10.30900/kafkasegt.1359384

Öz

In this study, it was aimed to determine the impact of using digital stories in teaching proverbs and idioms to primary school students. In the study, a pretest-posttest quasi-experimental research design with a control group was preferred. The sample of the study was created by 86 second-grade students who studied in a primary school in the Erzurum province in the 2021-2022 academic year. The semi-experimental process was completed in a total of 5 weeks with a 3-week teaching program and 2-week test application. During this time, the experiment group was taught proverbs and idioms through digital stories. The control group was taught with the traditional straight narrative. The study data were collected using the “Family and Child Information Form”, where the demographics of the students, and the “Proverb and Idioms Success Test”, which was developed by the researcher. The data were analyzed using SPSS 22.0, and G-power 3.1 statistical package programs. Analysis was done using power analysis, descriptive statistics, dependent sample t-test, independent sample t-test, chi-square test, and Kuder-Richardson’s-20 test. In the study, it was determined that there was a significant increase in the course of the experiment group between Proverbs and Idioms Success Test scores of students in the experiment and control group following the application of digital story-based proverbs and idioms teaching. According to the results of the research, the use of digital stories in the teaching of proverbs and idioms was found to provide students with a better learning and understanding of the subject.

Anahtar Kelimeler

Proverb, idiom, digital story, vocabulary

Kaynakça

• Batur, Z., & Yavaşça, H. (2018). Dinle atasözünü oyna öğren özünü: Atasözü öğretimi. Araştırma ve Deneyim Dergisi, 3(2), 93-117.
• Bulut, M. (2013). Türkçe eğitimi ve öğretiminde dil ve kültür aktarimi araci olarak atasözleri ve deyimlerin önemi. Electronic Turkish Studies, 8(13), 559-575.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde bilimsel araştirma yöntemleri (25 b.). Ankara: Pegem Akademi.
• Can, A. (2018). Spss ile bilimsel araştirma sürecinde nicel veri analizi (4 b.). Ankara: Pegem Akademi.
• Ciğerci, F. M., & Gültekin, M. (2019). Dijital hikâyelerin dinlemeye yönelik tutuma etkisi. Harran Maarif Dergisi, 4(2), 45-73. doi:10.22596/2019.0402.45.73
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. The United States of America: Lawrence Erlbaum Associates.
• Coştu, B., & Ünal, S. (2007). Günlük yaşamdaki olaylarin fen bilimleri öğretiminde kullanilmasi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 8(1), 197-207.
• Davis, E. (2021). Quantifying proverb dynamics in books, news articles, and tweets. The Faculty of the Graduate College of The University of Vermont.
• Demirbaş, I., & Şahin, A. (2020). A systemic analysis of research on digital storytelling in Turkey. International Journal of Progressive Education, 16(4), 45-65.
• Dolan, N., & Aydın, İ. S. (2020). Dijital öykü yazarliğinin çeşitli değişkenlere göre incelenmesi. Dil Eğitimi ve Araştırmaları Dergisi, 6(1), 17-34.
• Duran, E., & Ertan Özen, N. (2017). Dijital öyküler ve Türkçe öğretiminde kullanimi. Avrasya Dil Eğitimi ve Araştırmalar Dergisi, 1(1), 76-105.
• Engin, R. A. (2023). A digital storytelling workshop with Mathematics teachers. e-Kafkas Journal of Educational Research, 10(2), 333-352.
• Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*power 3: a flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191. doi:10.3758/bf03193146
• George, D., & Mallery, P. (2019). IBM Spss statistics 25 step by step a simple guide and reference. New York and London: Routledge.
• Gözüm, A. İ. C., & Kandır, A. (2020). Developing a parental mediation scale of digital games for children. International Journal of Curriculum and Instruction, 12(2), 336-358.
• Gözüm, A. İ. C., & Kandir, A. (2020). Okul öncesi çocuklarin dijital oyun oynama sürelerine göre oyun eğilimi ile konsantrasyon düzeylerinin incelenmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (41), 82-100.
• Gözüm, A.İ.C. (2022). Digital games for STEM in early childhood education: Active co-playing parental mediation and educational content examination. In: Papadakis, S., Kalogiannakis, M. (eds) STEM, Robotics, Mobile Apps in Early Childhood and Primary Education. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-0568-1_21
• Gündüzalp, S. (2016). Deyimler ve öyküleri (38 b.). Zafer Yayınları. Kaban, A., & Bulut, A. (2020). Atasözü ve deyimlerin çoklu ortam materyalleriyle somutlaştırılmasının okul öncesi eğitime etkisi. Uluslararası Toplum Araştırmaları Dergisi, 16(30), 2684-2709. doi:10.26466/opus.776956
• Karagöz, Y. (2019). Spss - Amos - Meta uygulamali istatistiksel analizler (2 b.). Ankara: Nobel Akademik Yayıncılık.
• Khonbi, Z. A., & Sadeghi, K. (2017). Improving English language learners’ idiomatic competence: does mode of teaching play a role? Iranian Journal of Language Teaching Research, 5(3), 61-79. doi:10.30466/ijltr.2017.20305
• MEB. (2019). Türkçe dersi öğretim programi. Ankara, Türkiye.
• Özbay, M., & Akdağ, E. (2013). Deyimlerin öğretiminde aktif öğrenmenin etkisi. Ana Dili Eğitimi Dergisi, 1(2), 46-54.
• Özerbaş, M. A., & Öztürk, Y. (2017). Türkçe dersinde dijital hikâye kullaniminin akademik başari, motivasyon ve kalicilik üzerine etkisi. TÜBAV Bilim Dergisi, 10(2), 102-110.
• Sayekti, G. (2023) An Analysis of Idiom in the Script “Toy Story 4” Movie Produced by Pixar Animation Studios. Undergraduate (S1) thesis, IAIN Ponorogo.
• Şahin, S. (2019). Artırılmış gerçeklik uygulamalarinin ilkokul 2. sınıf öğrencilerinin deyimleri öğrenme düzeylerine etkisi. (Yayınlanmamış Yüksek Lisans Tezi). Eskişehir: Anadolu Üniversitesi.
• Ulutaş, I., Kılıç Çakmak, E., Akıncı Coşgun, A., Bozkurt Polat, E., Aydın Bölükbaş, F., Engin, K., Kayabaşı, E & Özcan, S. (2022). Digital storytelling in early mathematics education. In STEM, Robotics, Mobile Apps in Early Childhood and Primary Education: Technology to Promote Teaching and Learning (pp. 393-413). Singapore: Springer Nature Singapore.
• Varışoğlu, B., Şeref, İ., Yılmaz, İ., & Gedik, M. (2014). Deyim ve atasözlerinin öğretilmesinde görsel bir araç olarak karikatürlerin başariya etkisi. Karadeniz Araştırmaları (41), 226-242.
• Yaman, H., & Gülcan, F. (2009). Sözcük dağarcığını zenginleştirme etkinliği olarak deyim öğretimi: Gösteri tekniği uygulamasi. Sakarya Üniversitesi Fen Edebiyat Dergisi, 11, 59-71.
• Yılmaz, Z. A., & Gözüm, A. İ. C. (2023). Augmented reality app in pre-school education: Children’s knowledge about animals. Southeast Asia Early Childhood Journal, 12(2), 130-151.