Sanal Sergilerle Desteklenen Hayat Bilgisi Dersi: Karma Yöntem Araştırması

Abstract

Sanal sergi, belirli bir tema veya konu etrafında hazırlanan dijital içeriklerin internet üzerinden etkileşimli ve erişilebilir bir formatta sunulduğu, görseller, metinler, videolar ve diğer multimedya araçlarıyla zenginleştirilmiş bir sergi türüdür. Artsteps, Spatial veya Emaze gibi platformlar, bu tür sergilerin hazırlanmasında kullanılan uygulamalardır. Öğrenme öğretme sürecinde bu uygulamalardan yararlanarak etkileşimli içerikler hazırlanabilmektedir. Özellikle Hayat Bilgisi derslerinde sanal sergiler kullanılarak ders içerikleri daha etkileşimli ve eğlenceli bir hale getirilebilir. Bu bağlamda araştırmanın temel amacı, Hayat Bilgisi dersini sanal sergi ile desteklemenin öğrencilerin derse yönelik tutumunu ve eğlence düzeyini nasıl etkilediğini belirlemektir. Yine bu uygulamalarla ilgili öğrenci görüşlerinin belirlenmesi hedeflenmektedir. Araştırmada karma araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubu bir devlet okulunun 3. sınıfında öğrenim gören 15 öğrenciden oluşmaktadır. Araştırmanın veri toplama araçlarını, “Hayat Bilgisi Dersi Tutum Ölçeği”, “Hayat Bilgisi Dersi Eğlenme Düzeyi Ölçeği” görüşme formu, öğrenci ve araştırmacı günlükleri oluşturmaktadır. Nicel verilerin analizinde bağımlı gruplar için t-testi, nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırma sonucunda, Hayat Bilgisi dersinde kullanılan sanal sergilerin, öğrencilerin derse yönelik tutumlarını ve eğlence düzeylerini olumlu yönde etkilediği belirlenmiştir. Nitel verilerden elde edilenlere göre, öğrencilerin sanal sergilerle desteklenen Hayat Bilgisi dersini daha etkileşimli ve keyifli buldukları sonucuna ulaşılmıştır.

Keywords

• Sanal Sergi
• Hayat Bilgisi Dersi
• Dijital Öğrenme Araçları
• Öğrenci tutumu

Life Science Lessons Supported by Virtual Exhibitions: A Mixed-Method Research Study

Abstract

A virtual exhibition can be defined as an exhibition in which digital content is presented interactively and accessibly over the internet, with content enriched by visuals, texts, videos, and other multimedia tools. Such exhibitions can be created using platforms such as Art Steps, Spatial, or Emaze, with interactive content developed using these applications in the learning and teaching process. In particular, virtual exhibitions can potentially enhance the interactivity and enjoyment of Life Sciences courses. The primary objective of this research is to ascertain the impact of virtual exhibitions on students' attitudes toward the Life Science course and their levels of enjoyment. Additionally, the study seeks to explore students' perceptions of these applications. A mixed-methods research approach was adopted in the study. The study group consists of 15 students from the third grade of a public school. The data collection instruments employed included the "Life Science Lesson Attitude Scale," the "Life Science Lesson Fun Level Scale," interview forms, and student and researcher diaries. Quantitative data was analyzed using a dependent groups t-test, while qualitative data underwent content analysis. The research findings revealed that the integration of virtual exhibitions in the Life Science course positively impacted students' attitudes towards the course and their levels of enjoyment. The qualitative data analysis indicated that students found the Life Science lessons delivered via virtual exhibitions more interactive and enjoyable.

Keywords

• Virtual Exhibition
• Life Science Course
• Digital Learning Tools
• Student Attitude

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