USING 3-DIMENSIONAL MODELS AS TEACHING TOOLS IN SCIENCE EDUCATION FOR PRIMARY SCHOOL STUDENTS

Year 2024, Volume: 8 Issue: 2, 237 - 254, 30.08.2024

Ayşegül Aslan , Sinem Gül Avcı Melike Şeyma Gökçü

https://doi.org/10.46519/ij3dptdi.1473140

Abstract

This research aims to identify the concepts that elementary school students struggle to understand in their science classes and to overcome these difficulties by utilizing a design thinking model. Specifically, the impact of instructional methods based on the use of 3D models on students' academic achievements has been examined. The study adopted a mixed method approach. The sample of the research consists of 3rd grade (N=31) and 4th grade (N=29) students attending an elementary school in Trabzon. This study used a mixed-method research design. Before using the final 3D models in the lessons, a "Concept Achievement Test" consisting of 10 questions each was administered as a pre-test to the students. One week after the pre-tests were administered, lessons were given using the final 3D models developed by the researchers. These models were used interactively with the students in the classroom environment for two class hours. Three days after this interactive lesson process using the models, post-tests were administered to evaluate the learning levels of the students. Comparison of the pre-test and post-test results revealed a statistically significant improvement in favor of the post-test for both 3rd grade (t(sd)=-5.005; p<.05) and 4th grade (t(sd)=-2.813; p<.05) students. In analyzing the data, a dependent samples t-test was used on the students' test results. In addition, in the qualitative dimension of the study, semi-structured interviews with students and teachers and classroom observations were also conducted. The results of the research demonstrate that the design thinking approach and three-dimensional models enhance understanding and comprehension levels in elementary school science classes. These findings can serve as an important resource for educators and policymakers in developing teaching methods that support active learning processes and encourage conceptual understanding.

Keywords

Science education, 3d model, teaching material, primary school students

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