Innovative Technology Applications in Science Education: Digital Holography

Year 2021, Volume: 7 Issue: 2, 156 - 170, 01.04.2021

Hanne Türk , Munise Seçkin Kapucu

https://doi.org/10.21891/jeseh.748662

Abstract

The use of technology in education gained importance in the 21st century and the use of innovative technologies in education-technology integration came to the agenda. This study examines students’ attitudes, thoughts, suggestions and opinions about digital hologram, which is one of the innovative technologies. The method used in the study was sequential explanatory approach, which is a mixed research method in which quantitative and qualitative methods are used together. The study was carried out with 418 students from six different public secondary schools affiliated to the Provincial Directorate of National Education in the Aegean Region. During the application process of the study, biodiversity, cells and divisions, DNA and genetic code, systems in our body topics, which are included in the science curriculum of the 5th, 6th, 7th and 8th grades were supported with digital holograms in a five-week period. Digital hologram attitude scale (DHAS) and digital hologram reflection form (DHRF) developed by researchers were used to collect data. Independent samples t-test and one-way analysis of variance (ANOVA) were used in the analysis of the data obtained from DHAS, whereas content analysis was used in the analysis of the data obtained from DHRF. As a result of the research, students' attitudes towards digital hologram were found to be positive. In addition, students' attitudes towards digital hologram did not differ significantly according to gender, grade, and school, but they differed according to science course academic achievement score in favor of students with a score between 85-100. Moreover, students evaluated the digital hologram as a useful tool that can contribute to academic learning and can be used in science class in the topics such as solar system and planets, space research, and living creatures. Based on these results, it is recommended to use the digital hologram at all grade levels and for the topics covered by science curriculum.

Keywords

Digital hologram, Digital hologram in science education, Innovative technologies, Science education

References

• Arioglu, S., & Uzun, T. (2008). Digital video technology in foreign language classes: A case study with lost. Language Journal, 142, 61-70.
• Aslan, R., & Erdogan, S. (2017). 21. yüzyılda hekimlik eğitimi: Sanal gerçeklik, artırılmış gerçeklik, hologram [Medical education in the 21st century: Virtual reality, augmented reality and hologram]. Kocatepe VeterinaryJournal, 10(3), 204-212.
• Bakr, S. M. (2011). Attitudes of Egyptian teachers towards computers. Contemporary Educational Technology, 2(4), 308-318.
• Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford publications.
• Bush, T. (1995). Gender differences in self efficacy and attitudes toward computers. Journal of Educational Computing Research, 12(2), 147-158.
• Buyukozturk, S. (2013). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni SPSS uygulamaları ve yorum [Data analysis handbook for social sciences: Statistics, research design, SPSS applications and interpretation]. Ankara: Pegem A Yayıncılık.
• Cabi, E. (2016). Dijital teknolojiye yönelik tutum ölçeği [Attitude Scale For Digital Technology]. Kastamonu Education Journal, 24(3), 1229-1244.
• Cagiltay, K., Cakiroglu, J., Cagiltay, N., & Cakiroglu, E. (2001). Öğretimde bilgisayar kullanımına ilişkin öğretmen görüşleri [Teachers’ perspectives about the use of computers in education]. Hacettepe University Faculty of Education Journal, 21(21), 19-28.
• Creswell, J. W., &Clark, V. L. P. (2017). Designing and conducting mixed methods research. London: Sage publications.
• Delen, E., & Bulut, O. (2011). The relationship between students exposure to technology and their achievement in science and math. The Turkish Online Journal of Educational Technology, 10 (3), 311-317.
• Dieuzeide, H. (1971). Educational technology and development of education. Educational Broadcasting Review, 5(4), 25-42.
• Edwards, A. L. (1983). Techniques of attitude scale construction. USA: Ardent Media.
• Ghuloum, H. (2010). 3D hologram technology in learning environment. Journal of Technology Education, 29(2), 693-704.
• Gul, S., & Yesilyurt, S. (2011). Yapılandırmacı öğrenme yaklaşımına dayalı bir ders yazılımının hazırlanması ve değerlendirilmesi [Preparation and evaluation of a curriculum based on constructivist learning approach]. Cukurova University Faculty of Education Journal, 40(1), 19-36.
• Guzel, H. (2011). Factors affecting the computer us age of physics teachers working at private training centers. The Turkish Online Journal of Educational Technology, 10(2), 122-132.
• Harper, G. (2010). Holography projects for the evil genius. Toronto: TheMcGraw-HillCompanies.
• Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling guide lines for determining model fit. Journal of Business Research Methods, 6(1), 53-60.
• Hu, L. T., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis conventional criteriavers us new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
• Huang, T. C., Chen, C. C., & Chou, Y. W. (2016). Animating ecoeducation to see feel and discover in an augmented reality based experiential learning environment. Computers & Education, 96, 72-82.
• Huffstetter, M., King, J. R., Onwuegbuzie, A. J., Schneider, J. J. & Powell-Smith, K. A. (2010). Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children. Journal of Education for Students Placed at Risk, 15(4), 279-298.
• Inam, A. (2004). Teknoloji-bilim ilişkisinin insan yaşamında yeri [The place of technology-science relationship in human life]. Technology Ankara TMMOB Publications, 425, 16-33.
• Ingram, K. W., & Jackson, M. K. (2004). Simulations as authentic learning strategies bridging the gap between theory and practice in performance technology. In Association for Educational Communication and Technology (AECT), Chicago.
• Jampala, M. C. B., & Shivnani, T. (2014). Emerging new media technologies used for classroom teaching in higher education. Trends and Innovations in Language Teaching, 14, 98-102.
• Kalansooriya, P., Marasinghe, A., & Bandara, K.M.D.N. (2015). Assessing the applicability of 3D holographic technology as an enhanced technology for distance learning. Journal of Education, 1(16),43-57.
• Kalayci, S. (2005). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistics techniques]. Ankara: Asil Yayıncılık. Katsioloudis, P. J., & Jones, M. V. (2018). A comparative analysis of holographic, 3D-printed, and computer generated models: implications for engineering technology students spatial visualization ability. Journal of Technology Education, 29(2), 36-53.
• Khurmyet, G. (2016). Mobil eğitim teknolojisi olarak tablet bilgisayarların etkin öğrenim amaçlı kullanımı özel ortaöğretim kurumları üzerine bir araştırma [Use of tablet pcs as a mean of mobile educational technology in active learning purpose: Research in private highschools] (Unpublished master's thesis). Marmara University, İstanbul.
• Kline, R. B. (1998). Structural equation modeling. New York: The Guilford Press.
• Mavrikios, D., Alexopoulos, K., Georgoulias, K., Makris, S., Michalos, G., & Chryssolouris, G. (2019). Using holograms for visualizing and interacting with educational content in a teaching factory. Procedia Manufacturing, 31, 404-410.
• Miles, M. B., & Huberman, M. A. (1994). An expanded source book qualitative data analysis. London: Sage publications.
• Okulu, H. Z., & Unver, A. O. (2016). Bring cosmos into the classroom: 3d hologram. Shelley, M., Kıray, A., & Çelik, İ. (Ed), In Education Research Highlights in Mathematics, Science and Technology (pp. 81-86). ISRES Publishing.
• Orcos, L., & Magrenan, A. A. (2018). The hologram as a teaching medium for the acquisition of STEM contents. International Journal of Learning Technology, 13(2), 163-177.
• Roslan, R. K., & Ahmad, A. (2017). 3D spatial visualisation skills training application for school students using hologram pyramid. International Journal on Informatics Visualization, 1(4), 170-174.
• Rossman, G. B., & Wilson, B. L. (1994). Numbers and words revisited being shamelessly eclectic. Quality and Quantity, 28(3), 315-327.
• Schumacker R. E., & Lomax R. G. (2010). A beginner’s guide to structural equation modelling. New York: Routledge Taylor & Francis Group. Seckin Kapucu, M. (2020).Fen bilimleri dersi öğretim programlarının yenilikçi teknolojiler açısından incelenmesi [Examination of science curriculum in terms of innovative technologies]. M. SeçkinKapucu (Ed.), In Fen eğitiminde zenginleştirilmiş materyal üretiminde yenilikçi yaklaşımlar [Innovative approaches in enriched material production in science education] (pp.31-45). Ankara: Pegem Akademi.
• Seker, H., & Gencdogan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme [Developing measurement tools in psychology and education]. Ankara: Nobel publications.
• Sencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlik [Reliability and validity in social and behavioral measurements]. Ankara: Seçkin Yayıncılık.
• Sudeep, U. (2013). Use of 3D hologram technology in engineering education. Journal of Mechanical and Civil Engineering, 4, 62-67. Sumer, N. (2000). Yapısal eşitlik modelleri temel kavramlar ve örnek uygulamalar [Structural equation modeling: Basic concepts and applications]. Turkish Psychological Articles, 3(6), 49-74.
• Tabachnick, B. G., & Fidell, L. S. ( 2007). Using multivariate statistics. Boston: Pearson.
• Tekin, H. (1996). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education]. Ankara: Yargı Yayıncılık.
• Turk, H. (2020). Fen eğitiminde buzkırıcı etkinlikler olarak dijital hologramlar [Digital holograms as ice breaker activities in science education]. M. SeçkinKapucu (Ed.), In Fen eğitiminde zenginleştirilmiş materyal üretiminde yenilikçi yaklaşımlar [Innovative approaches in enriched material production in science education] (pp. 181-193). Ankara: Pegem Akademi.
• Van Wyk, G., & Louw, A. (2008). Technology-assisted reading for improving reading skills for young South African learners. The Electronic Journal of e-Learning, 6(3), 245-254.
• Yıldırım, A., & Simsek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.