The Effect of Digital Story-Supported Science Practices on the Scientific Attitudes of 7th-Grade Students

Year 2021, Volume: 21 , 1 - 14, 31.12.2021

Imren Calık Munise Seckın-kapucu

https://doi.org/10.55549/epess.1040437

Abstract

This study aims to examine the effect of supporting science applications courses with digital stories on the scientific attitudes of 7th-grade students. In this study, a quasi-experimental design was used. The study was carried out in the 2020-2021 academic year, during the 7th-grade Science Applications course of a state secondary school affiliated to the Eskisehir Provincial Directorate of National Education. The study sample consisted of 93 students from four branches, 53 male and 40 female, taking the Science Applications course. The lessons were supported by digital stories in the experimental group during the implementation process, whereas the control group followed the current curriculum. The data collection process was completed in six weeks. The scientific attitude scale was applied in the first week of this six-week process as the pre-test. 12 digital stories were used in the second, third, fourth, and fifth weeks. The scientific attitude scale was applied in the last week again as the post-test. Descriptive statistics and t-test for dependent and independent groups were used to analyze the quantitative data obtained from the Scientific Attitude Scale. A significant difference was found between the pre-test and post-test mean scores of experimental and control group students regarding their scientific attitudes, the pre-test-post-test related to the scientific attitudes of control group students, and the pre-test-post-test mean scores of experimental group students' scientific attitudes. As a result of the statistical analysis, it was concluded that digital storytelling positively improved students' scientific attitudes in the applied group.

Keywords

Digital storytelling, Scientific attitude, Science applications course

References

• Abrahamson, C. E. (1998). Storytelling as a pedagogical tool in higher education. Education, 118(3), 440-452.
• Admawati, H., Jumadi, J., & Nursyahidah, F. (2018). The effect of STEM project-based learning on students' scientific attitude based on social constructivism theory. In Rooselyna Ekawati, M. Si., Ph. D (Ed), Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018) (pp. 270-273). Atlantis Press. doi:10.2991/miseic-18.2018.65
• ATC21S. (2019). Assessment and Teaching of 21st Century Skills. Retrieved from http://www.atc21s.org
• Avraamidou, L., & Osborne, J. (2009). The role of narrative in communicating science. International Journal of Science Education, 31(12), 1683-1707.
• Baran, B. (2013). Bilim tarihi ve felsefesi öğretim metodunun fen bilimlerine yönelik tutum ve motivasyon üzerine etkisi [Yayınlanmamış yüksek lisans tezi]. Gaziosmanpaşa Üniversitesi.
• Barrett, H. C. (2009). How to create simple digital stories. Retrieved from https://electronicportfolios.com/portfolios/SITEStorytelling2006.pdf
• Başaran, İ. E. (1978). Eğitim psikolojisi. Bilim Matbaası.
• Başaran, İ. E. (1988). Eğitim psikolojisi modern eğitimin psikolojik temelleri (2. Baskı). Ayyıldız Matbaası.
• 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.
• Büyükcengiz, M. (2017). Dijital öyküleme metodunun ortaokul öğrencilerinin fen bilimleri dersi akademik başarı, bilimsel süreç becerileri ve derse yönelik tutumlarına etkisi [Yayınlanmamış yüksek lisans tezi]. Akdeniz Üniversitesi.
• Chung, S. K. (2006). Digital storytelling in integrated arts education. The International Journal of Arts Education, 4(1), 33-63.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Earlbaum Associates.
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). Routledge Falmer.
• Çanak, S. (2017). Bilim uygulamaları dersinin ortaokul öğrencilerinin bilimsel tutum üzerine etkisi [Yayınlanmamış yüksek lisans tezi]. Kırıkkale Üniversitesi.
• Çiçek, M. (2018). Dijital hikayeleme yöntemini kullanmanın altıncı sınıf fen bilimleri dersindeki etkisinin incelenmesi: Bir karma yöntem araştırması [Yayınlanmamış doktora tezi]. Orta Doğu Teknik Üniversitesi, Ankara.
• Demirbaş, M. ve Yağbasan, R. (2008). İlköğretim 6. sınıf öğrencilerinin bilimsel tutumlarının geliştirilmesinde sosyal öğrenme teorisi etkinliklerinin kullanılması. Fırat Üniversitesi Sosyal Bilimler Dergisi, 18(1), 105-120.
• Demirbaş, M. ve Yağbasan, R. (2011). 2005 fen ve teknoloji öğretim programının, ilköğretim öğrencilerindeki bilimsel tutumların gelişimine etkisi. International Online Journal of Educational Sciences, 3(1), 321-342.
• Demirer, V. (2013). İlköğretimde e-öyküleme kullanımı ve etkileri [Yayınlanmamış doktora tezi]. Necmettin Erbakan Üniversitesi.
• Dinçer, B. (2019). Dijital hikâye temelli matematik öğretiminin ortaokul öğrencilerinin kavram öğrenmeleri üzerine etkisi [Yayınlanmamış doktora tezi]. Dokuz Eylül Üniversitesi.
• Emren, M., İrez, S. ve Doğan, Ö. (2019). Bilim tarihi destekli işlenen “canlılarda enerji dönüşümleri” ünitesinin, öğrencilerin bilime ve biyoloji dersine olan tutumları ve bilimin doğası anlayışları üzerine etkisinin incelenmesi. Trakya Eğitim Dergisi, 9(3), 527-548.
• Ferrari, A., Punie, Y., & Redecker, C. (2012). Understanding digital competence in the 21st century: an analysis of current frameworks. In A. Ravenscroft, S. Lindstaedt, C. Delgado, & D. Hernández-Leo (Eds.), EC-TEL’12 Proceedings of the 7th European Conference on Technology Enhanced Learning (pp. 79-92). Springer-Verlag. doi:10.1007/978-3-642-33263-0_7
• Fraenkel, J., R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th Edition). McGraw-Hill Book Company.
• Garrety, C. M. (2008). Digital storytelling: An emerging tool for student and teacher learning [Unpublished doctoral dissertation]. Iowa State University.
• Gregori-Signes, C., & Pennock-Speck, B. (2012). Digital storytelling as a genre of mediatized self-representations: An introduction. Digital Education Review, 22, 1-8.
• Gültekin, M. (2019). Ortaokul yedinci sınıf öğrencilerinin bilimsel tutum düzeylerinin incelenmesi [Yayınlanmamış yüksek lisans tezi]. Yıldız Teknik Üniversitesi.
• 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.
• International Society for Teaching Education. (2019). ISTE standarts for student. Retrieved from https://www.iste.org/standards/for-students İnceoğlu, M., (2010). Tutum, algı, iletişim. Beykent Üniversitesi Yayınları.
• Jakes, D. (2006). Standards-proof your digital storytelling efforts. Retrieved from http://mcgeef.pbworks.com/f/Standards-Proof+Your+Digital+Storytelling+Effor ts.pdf
• Jakes, D., & Brennan, J. (2005). Digital Storytelling, visual literacy and 21st century skills. In Online Proceedings of the Tech Forum New York. Retrieved from http://d20digitalstorytelling.pbworks.com/f/storytelling+and+visual+literacy.pdf
• Jayasree, K., & Rao, D. B. (1999). Correlates of socialisation. Discovery Publishing House.
• Kahraman, Ö. (2013). Dijital hikâyecilik metoduyla hazırlanan öğretim materyallerinin öğrenme döngüsü giriş aşamasında kullanılmasının fizik dersi başarısı ve motivasyonu düzeyine etkisi [Yayımlanmamış yüksek lisans tezi]. Balıkesir Üniversitesi.
• Kalaycı, Ş. (2008). SPSS uygulamalı çok değişkenli istatistik teknikleri. Asil Yayın Dağıtım. Karasar, N. (2014). Bilimsel araştırma yöntemi (26. Baskı). Nobel Yayınevi.
• Karataş, S., Bozkurt, Ş. B. ve Hava, K. (2016). Tarih öğretmeni adaylarının öğretim ortamlarında dijital hikâye anlatımı etkinliğinin kullanımına yönelik görüşleri. International Journal of Human Sciences, 13(1), 500-509.
• Kearney, M. (2011). A learning design for student‐generated digital storytelling. Learning, Media and Technology, 36(2), 169-188. https://doi.org/ 10.1080/17439884.2011.553623
• Kılıç, B. (2011). İlköğretim 8. sınıf öğrencilerinin bilimsel yaratıcılık ve bilimsel tutum düzeylerinin belirlenmesi [Yayınlanmamış yüksek lisans tezi]. Eskişehir Osmangazi Üniversitesi.
• Kim, S. S. (2019). The effects of situation-based class using digital-storytelling on elementary school students' science learning motivation and scientific attitude. Journal of the Korean Society of Earth Science Education, 12(3), 174-183. doi: 10.15523/JKSESE.2019.12.3.174
• Klassen, S. (2006). Does a science story have heuristic power to promote learning? paper presented at the First International Conference on Story in Science Teaching, Munich.
• Kotluk, N. ve Kocakaya, S. (2015). 21. yüzyıl becerilerinin gelişiminde dijital öykülemeler: Ortaöğretim öğrencilerinin görüşlerinin incelenmesi. Eğitim ve Öğretim Araştırmaları Dergisi, 4(2), 354-363.
• Lambert, J. (2010). Digital storytelling cookbook. Digital Diner Press. Retrieved from https://wrd.as.uky.edu/sites/default/files/cookbook.pdf
• Lasica, J. D. (2006). Digital storytelling: A tutorial in 10 easy steps. Retrieved from https://www.socialbrite.org/2010/07/15/digital-storytelling-a-tutorial-in-10-easy-steps/
• MEB (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. Sınıflar). Milli Eğitim Bakanlığı Yayınları.
• Mercader, C., & Gairín, J. (2020). University teachers' perception of barriers to the use of digital technologies: the importance of the academic discipline. International Journal of Educational Technology in Higher Education, 17, 4. doi: 10.1186/s41239-020-0182-x
• Moore, W. R. ve Foy, R. L. H. (1997) The scientific attitude inventory: A revision (SAI-II). Journal of Research in Science Teaching, 34(4), 327-336. doi:10.1002/(SICI)1098-2736(199704)
• Morra, S. (2013). 8 Steps to great digital storytelling. Retrieved from https://samanthamorra.com/2013/06/05/edudemic-article-on-digital-storytelling/
• Mutlu, S. (2012). Bilimsel süreç becerileri odaklı fen ve teknoloji eğitiminin ilköğretim öğrencilerinin bilimsel süreç becerileri, motivasyon, tutum ve başarı üzerine etkileri [Yayımlanmamış yüksek lisans tezi]. Trakya Üniversitesi.
• OECD. (2019). OECD future of education and skills 2030.conceptual learning framework. Concept note: OECD learning compass 2030 (Paris, OECD Publishing). Retrieved from https://www.oecd.org/education/2030-project/teaching-and-learning /learning/learning-compass-2030/OECD_Learning_Compass_2030_concept_not e.pdf
• Öner, A. (2015). Seçmeli bilim uygulamaları dersinin 7. sınıf öğrencilerin fen ve teknoloji dersindeki bsb, tutum ve motivasyonlarına etkisi [Yayınlanmamış yüksek lisans tezi]. Ağrı İbrahim Çeçen Üniversitesi.
• Partnership for 21st Century Learning. (2019). Framework for 21st century learning. Batelle for Kids. Retrieved from http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
• Pearson, E. M. (1993). Effects of teachers ınstructional method of the nature of scientific knowledge and scientific attitudes on students understanding of the nature of scientific knowledge and scientific attitudes [Unpublished doctoral dissertation]. University Of Massachusetts Lowell.
• Pitafi, A. I. ve Farooq, M. (2012) Measurement of scientific attitude of secondary school students in Pakistan. Academic Research International, 2(2), 379-391. Retrieved from http://www.savap.org.pk/journals/ARInt./Vol.2(2)/2012(2.2-43).pdf
• Robin, B. (2006, March). The educational uses of digital storytelling. In Society for Information Technology & Teacher Education International Conference (pp. 709-716). Association for the Advancement of Computing in Education (AACE). Retrieved from http://faculty.coe.uh.edu/brobin/homepage/Educational-Uses-DS.pdf
• Robin, B. (2007). The convergence of digital storytelling and popular culture in graduate education. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007-Society for Information Technology & Teacher Education International Conference (pp. 643-650). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE).
• Robin, B. R. (2014). The effective uses of digital storytelling as a teaching and learning tool. James F., Shirley B. H., & Diane L. (Ed.) Handbook of research on teaching literacy through the communicative and visual arts: Volume II (pp. 429-440). MacMillan.
• Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 17-29.
• Robin, B. R., & McNeil, S. G. (2012). What educators should know about teaching digital storytelling. Digital Education Review, 22, 37-51.
• Rowcliffe, S. (2004). Storytelling in science. School Science Review, 86(314), 121-126.
• Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.
• Seckin Kapucu, M. & Yurtseven Avci, Z. (2020). The digital story of science: Experiences of pre-service science teachers. Journal of Education in Science, Environment and Health (JESEH), 6(2), 148-168. doi:10.21891/ jeseh.689444
• Setiawaty, S., Fatmi, N., Rahmi, A., Unaida, R., Fakhrah, Hadiya, I., Muhammad, M., Muliana, Rohantizani, Alchalil, & Sari, R. P. (2018). Science, technology, engineering, and mathematics (STEM) learning on student’s science process skills and science attitudes. In Proceedings of MICoMS 2017, (Vol. 1, pp. 575-581). Emerald Publishing Limited. doi:10.1108/978-1-78756-793-1-00036
• Smeda, N., Dakich, E., & Sharda, N. (2010). Developing a framework for advancing e-learning through digital storytelling [Conference presentation]. In IADIS International Conference e-learning (pp. 169-176).
• Story Center. (2018, Ekim). How It All Began. Story Center. Retrieved from https://www.storycenter.org/history
• Şan, İ. ve Boran, A. İ. (2013). Üstün yetenekli öğrencilerin bilimsel tutum düzeyleri (Malatya Örneği). Journal of Theoretical Educational Science, 6(3), 434-454.
• Şimşek, A. & Eroğlu, Ö. (2013). Davranış Bilimleri. Eğitim Yayınevi.
• Tatum, M. E. (2009). Digital storytelling as a cultural- historical activity: effects on information text comprehension [Unpublished doctoral dissertation]. University of Miami.
• Tık, M. (2021). Tarihsel yaklaşımın 7. sınıf öğrencilerinin bilimsel tutumlarına ve bilimin doğası görüşlerine etkisi (Yayınlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Konya.
• Titus, U. B. (2012). Digital storytelling in a science curriculum: theprocess of digital storytelling to help the needs of fourth grade students understand the concepts of food chains [Unpublished master’s thesis]. University of Hofstra.
• Tolisano, S. (2008). Digital storytelling part II. Langwitches [Blog mesajı]. Retrieved from http://langwitches.org/blog/2008/04/25/digital-storytelling-part-ii/
• Toprak, F. Ö. (2019). Dijital öyküleme yöntemiyle hazırlanan etkileşimli kısa tarihsel hikâyelerin öğrencilerin bilimsel bilgiye yönelik görüşlerine etkisi [Yayınlanmamış yüksek lisans tezi]. Cumhuriyet Üniversitesi.
• Torun, B. (2016). Ortaokul 6. sınıf hücre konusunda dijital öykü kullanımının öğrenci başarısı, tutumu ve bilimsel süreç becerileri üzerine etkisi [Yayınlanmamış yüksek lisans tezi]. Kastamonu Üniversitesi,
• Ulum, E. (2017). Yedinci sınıf öğrencilerinin fen bilimleri konularında dijital öykü hazırlama deneyimleri [Yayınlanmamış yüksek lisans tezi]. Mersin Üniversitesi.
• Ulum, E. & Yalman, F. E. (2018). Fen bilimleri dersinde dijital hikâye 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. doi: 10.17522/balikesirnef.506446
• Ulusoy, S. (2019). Dijital hikâye destekli örnek olaya dayalı öğrenme ortamlarının fen öğrenme üzerindeki etkisi [Yayınlanmamış yüksek lisans tezi]. Uşak Üniversitesi.
• 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.
• Weber, S. (1990). The teacher educator's experience: Cultural generativity and duality of commitment. Curriculum Inquiry, 20(2), 141-159.
• Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352.
• 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), 1-10.