Research Article
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Year 2022, , 190 - 203, 31.01.2022
https://doi.org/10.31681/jetol.976885

Abstract

References

  • Abdüsselam, M. S., & Karal, H. (2012). The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Akman, B., Üstün, E., & Güler, T. (2003). Using science process skills in 6 years old children. Hacettepe University Journal of Education, 24, 11-14.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence, 6(4), 355- 385.
  • Balcı, A. (2016). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler. [Research Methods, Techniques and Principles in Social Sciences]. Ankara: Pegem Akademi.
  • Barchlay, K., Benelli C., & Schoon, S. (1999). Making the connection! Science and literacy. Childhood Education, 75(3), 146-152.
  • Bretones, P. S., & Neto, J. M. (2011). An analysis of papers on astronomy education in proceedings of IAU meetings from 1988 to 2006. Astronomy Education Review, 10(1). https://access.portico.org/Portico/#!journalAUSimpleView/tab=PDF?cs=ISSN_15391515?ct=EJournal%20Content?auId=ark:/27927/pgg3ztf8766
  • Brewer, W. F. (2008). Naive theories of observational astronomy: Review, analysis, and theoretical implications. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 183-232). New York, NY: Routledge
  • Bulunuz, M. (2012). Developing Turkish preservice preschool teachers’ attitudes and understanding about teaching science through play. International Journal of Environmental & Science Education, 7(2), 141-166.
  • Bulunuz, M. (2013). Teaching science through play in kindergarten: does integrated play and science instruction build understanding? European Early Childhood Education Research Journal, 21(2), 226–249. http://doi.org/10.1080/1350293X.2013.789195
  • Buluş Kırıkkaya, E., & Şentürk, M. (2018). The impact of using augmented reality technology in the solar system and beyond unit on the academic achievement of the students. Kastamonu Education Journal, 26(1), 181-189. doi:10.24106/kefdergi.375861
  • Büyüköztürk, Ş. (2012). Sosyal Bilimler için Veri Analizi El Kitabı: İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum. [The Data Analysis Handbook for Social Sciences: Statistics, Research Design and Interpretation of SPSS Applications]. Ankara: Pegem Akademi Yayıncılık.
  • Cai, S., Wang, X., & Chiang, F. K. (2014). A case study of augmented reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31–40.
  • Campos, P., Pessanha, S., & Jorge, J. (2011). Fostering collaboration in kindergarten through an augmented reality game. International Journal of Virtual Reality, 10(3): 33.
  • Cascales, A., Laguna, I., Pérez López, D., Perona, P., & Contero, M. (2013). An experience on natural sciences augmented reality contents for preschoolers. International Conference on Virtual, Augmented and Mixed Reality Bildiri Kitapçığı, 103-112.
  • Charlesworth, R., & Lind, K. K. (2003). Math and Science for Young Children. Clifton Park, NY: Delmar/ITP, 644 p., USA.
  • Chen C. H., Yang J. C., Shen S., & Jeng M. C. (2007). A desktop virtual reality earth motion system in astronomy education. Educational Technology and Society, 10(3), 289-304.
  • Creswell, J. W. (2009). Research design: qualitative, quantitative and mixed methods approaches. London: Sage Publications.
  • Creswell, J. W. (2017). Karma yöntem araştırmalarına giriş. Sözbilir, M. (Çev. Ed.). Ankara: Pegem Akademi.
  • Çakır, R., Solak, E., & Tan, S. S. (2015). Effect of teaching english vocabulary with augmented reality technologies on students’ performances. Gazi Journal of Education Sciences, 1(1), 45‐58.
  • Çetin, T., Yavuz, S., Tokgöz, B., & Güven, G. (2012). Teaching to the preschool children (60-72 months) space concepts. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 32(3), 715-731.
  • Çevik, G., Yılmaz, R. M., Göktaş, Y., & Gülcü, A. (2017). Learning english word with augmented reality for preschool education. Journal of Instructional Technologies & Teacher Education, 6(2), 50-57.
  • Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336. http://doi.org/10.1007/s10956-005-7198-9
  • French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138–149. http://doi.org/10.1016/j.ecresq.2004.01.004
  • Gecü Parmaksız, Z. (2017). Augmented reality activities for children: A comparative analysis on understanding geometric shapes and ımproving spatial skills [Doctoral dissertation, Middle East Technical University, Ankara].
  • Gül, K., & Şahin, S. (2017). Development of augmented reality materials and examination of efficacy for computer hardware education. Journal of Information Technologies, 10(4), 353-362.
  • Hong, S. Y., & Diamond, K. E. (2012). Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 27(2), 295-305. https://doi.org/10.1016/j.ecresq.2011.09.006
  • İzgi Onbaşılı, Ü., & Siper Kabadayı, G. (2019). Investigation of preschool children's knowledge on basic concepts of astronomy. Turkish Journal of Primary Education, 4(2) , 85-97.
  • Kahriman Pamuk, D., Elmas, R., & Pamuk, S. (2020). Augmented reality and science activities: the views of preschool pre- and ınservice teachers. YYU Journal of Education Faculty, 17(1), 671-699. doi: 10.33711/yyuefd.710054.
  • Kol, S. (2017). Erken Çocuklukta Teknoloji Kullanımı. [Technology Use in Early Childhood]. Ankara: Pegem Akademi.
  • Kuzgun, H. (2019). Utilization of augmented reality in early childhood: a case study [Master's thesis, Afyon Kocatepe University, Afyon].
  • Küçük, A., & Laçin Şimşek, C. (2017). What do preschool children know about space? Sakarya University Journal of Education, 7(4- special issue), 730-738.
  • McMillan, J. H., & Schumacher, S. (2010). Resarch in Education: Evidence Based İnquiry. 7. Edition, Boston, USA: Kevin M. Davis.
  • Milli Eğitim Bakanlığı (MEB). (2013). Okul Öncesi Eğitim Programı. [Preschool Education Program]. http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • National Research Council (NRC). (1996). National Science Education Standards. Washington, DC: The National Academies Press. https://doi.org/10.17226/4962.
  • Saçkes, M., Akman, B., & Trundle, K. C. (2012). A science methods course for early childhood teachers: A model for undergraduate pre-service teacher education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 1–26.
  • Saçkes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415–422. http://doi.org/10.1007/s10643-009-0304-5
  • Shelton B. E., & Stevens R. (2004). Using coordination classes to interpret conceptual change in astronomical thinking. Paper preesented at 6th International Conference for the Learning Sciences, Santa Monica, California.
  • Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. Paper preesented at The First IEEE International Augmented Reality Toolkit Workshop, Darmstadt, Germany.
  • Sırakaya, M. (2015). Effects of augmented reality applications on students’ achievement, misconceptions and course engagement [Doctoral dissertation, Gazi University, Ankara].
  • Smith, A. (2001). Early childhood- a wonderful time for science learning. Australian Primary & Junior Journal, 17(2), 52–55.
  • Sümbüloğlu, K., & Sümbüloğlu, V. (2007). Biyoistatistik. [Biostatistics]. Ankara: Hatiboğlu Basım ve Yayım.
  • Trundle, K. C., & Saçkes, M. (2012). Science and early education. Handbook of Early Childhood Education, 240–258.
  • Uğur, İ., & Apaydın, Ş. C. (2014). The role of augmented reality applications in the levels of liking advertisements. NWSA-Humanities, 9(4), 145-156.
  • Uyanık Balat, G. (2010). Fen Nedir ve Çocuklar Feni Nasıl Öğrenir? [What is Science and How Do Children Learn Science?] (Ed.) Berrin Akman, Gülden Uyanık Balat, Tülin Güler (Ed.) Okul Öncesi Dönemde Fen Eğitimi. [Science Education in Preschool Period]. 1-18. Ankara: Pegem Akademi.
  • Watters, J. J., Diezmann, C. M., Grieshaber, S. J., & Davis, J. M. (2001). Enhancing science education for young children: A contemporary initiative. Australian Journal of Early Childhood, 26(2), 1–7.
  • Yen, J. C., Tsai, C. H., & Wang, J. Y. (2012). The effects of augmented reality on students’ moon phases concept learning and their conceptual changes of misconception. Paper preesented at International Conference on Business and Information. Sapporo, Japan.
  • Yıldırım, D. (2019). The effect of seasonal materials enriched with augmented reality on childrens language and concept development in preschool peri̇od [Master's thesis, Kırşehir Ahi Evran University, Kırşehir].
  • Yıldırım, P. (2018). The impact of science teaching made with mobile augmented reality technology on science and technology attitudes and academic achievement of secondary school students [Master's thesis, Fırat University, Elazığ].
  • Yılmaz R. M., Küçük S., & Göktaş Y. (2017). Are augmented reality picture books magic or real for preschool children aged five to six? British Journal of Educational Technology, 48(3), 824–41.
  • Zhu, Y., Yang, X., & Wang, S. J. (2017). Augmented reality meets tangibility a new approach for early childhood education. EAI Endorsed Transactions on Creative Technologies, 4(11), 1-8. doi: 10.4108/eai.5-9-2017.153059.

Investigation of the effect of augmented reality application on preschool children's knowledge of space

Year 2022, , 190 - 203, 31.01.2022
https://doi.org/10.31681/jetol.976885

Abstract

In this study, it is aimed to examine the effect of augmented reality application on preschool children's knowledge of space. A mixed method, which combines both quantitative and qualitative methods, was used in the study. The study group consists of 24 children aged 60-72 months. In the study, a 10-question form created in line with the opinions of experts in the field of pre-school and science education was used to measure preschool children's knowledge of space. Children’s views on the augmented reality practice were determined through semi-structured interviews. Space-themed augmented reality card set for teaching space in the experimental group; in the control group, 2D visuals were used. Obtained data were analyzed using Mann Whitney U test and Wilcoxon test. In the study, it was found that the knowledge levels of the children in the experimental and control groups before the application were close to each other; as a result of the trainings made with the augmented reality application, it was seen that the level of knowledge increased in favor of the experimental group. As a result of the interviews with the children, it was determined that the augmented reality practice drew more attention of the children, created a greater sense of reality, and got them excited compared to the practice with two-dimensional visuals. It has been observed that there are not many studies on supporting preschool children's knowledge of space with technological tools. In this context, it is thought that the study will shed light on the literature.

References

  • Abdüsselam, M. S., & Karal, H. (2012). The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Akman, B., Üstün, E., & Güler, T. (2003). Using science process skills in 6 years old children. Hacettepe University Journal of Education, 24, 11-14.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence, 6(4), 355- 385.
  • Balcı, A. (2016). Sosyal Bilimlerde Araştırma Yöntem, Teknik ve İlkeler. [Research Methods, Techniques and Principles in Social Sciences]. Ankara: Pegem Akademi.
  • Barchlay, K., Benelli C., & Schoon, S. (1999). Making the connection! Science and literacy. Childhood Education, 75(3), 146-152.
  • Bretones, P. S., & Neto, J. M. (2011). An analysis of papers on astronomy education in proceedings of IAU meetings from 1988 to 2006. Astronomy Education Review, 10(1). https://access.portico.org/Portico/#!journalAUSimpleView/tab=PDF?cs=ISSN_15391515?ct=EJournal%20Content?auId=ark:/27927/pgg3ztf8766
  • Brewer, W. F. (2008). Naive theories of observational astronomy: Review, analysis, and theoretical implications. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 183-232). New York, NY: Routledge
  • Bulunuz, M. (2012). Developing Turkish preservice preschool teachers’ attitudes and understanding about teaching science through play. International Journal of Environmental & Science Education, 7(2), 141-166.
  • Bulunuz, M. (2013). Teaching science through play in kindergarten: does integrated play and science instruction build understanding? European Early Childhood Education Research Journal, 21(2), 226–249. http://doi.org/10.1080/1350293X.2013.789195
  • Buluş Kırıkkaya, E., & Şentürk, M. (2018). The impact of using augmented reality technology in the solar system and beyond unit on the academic achievement of the students. Kastamonu Education Journal, 26(1), 181-189. doi:10.24106/kefdergi.375861
  • Büyüköztürk, Ş. (2012). Sosyal Bilimler için Veri Analizi El Kitabı: İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum. [The Data Analysis Handbook for Social Sciences: Statistics, Research Design and Interpretation of SPSS Applications]. Ankara: Pegem Akademi Yayıncılık.
  • Cai, S., Wang, X., & Chiang, F. K. (2014). A case study of augmented reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31–40.
  • Campos, P., Pessanha, S., & Jorge, J. (2011). Fostering collaboration in kindergarten through an augmented reality game. International Journal of Virtual Reality, 10(3): 33.
  • Cascales, A., Laguna, I., Pérez López, D., Perona, P., & Contero, M. (2013). An experience on natural sciences augmented reality contents for preschoolers. International Conference on Virtual, Augmented and Mixed Reality Bildiri Kitapçığı, 103-112.
  • Charlesworth, R., & Lind, K. K. (2003). Math and Science for Young Children. Clifton Park, NY: Delmar/ITP, 644 p., USA.
  • Chen C. H., Yang J. C., Shen S., & Jeng M. C. (2007). A desktop virtual reality earth motion system in astronomy education. Educational Technology and Society, 10(3), 289-304.
  • Creswell, J. W. (2009). Research design: qualitative, quantitative and mixed methods approaches. London: Sage Publications.
  • Creswell, J. W. (2017). Karma yöntem araştırmalarına giriş. Sözbilir, M. (Çev. Ed.). Ankara: Pegem Akademi.
  • Çakır, R., Solak, E., & Tan, S. S. (2015). Effect of teaching english vocabulary with augmented reality technologies on students’ performances. Gazi Journal of Education Sciences, 1(1), 45‐58.
  • Çetin, T., Yavuz, S., Tokgöz, B., & Güven, G. (2012). Teaching to the preschool children (60-72 months) space concepts. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 32(3), 715-731.
  • Çevik, G., Yılmaz, R. M., Göktaş, Y., & Gülcü, A. (2017). Learning english word with augmented reality for preschool education. Journal of Instructional Technologies & Teacher Education, 6(2), 50-57.
  • Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336. http://doi.org/10.1007/s10956-005-7198-9
  • French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138–149. http://doi.org/10.1016/j.ecresq.2004.01.004
  • Gecü Parmaksız, Z. (2017). Augmented reality activities for children: A comparative analysis on understanding geometric shapes and ımproving spatial skills [Doctoral dissertation, Middle East Technical University, Ankara].
  • Gül, K., & Şahin, S. (2017). Development of augmented reality materials and examination of efficacy for computer hardware education. Journal of Information Technologies, 10(4), 353-362.
  • Hong, S. Y., & Diamond, K. E. (2012). Two approaches to teaching young children science concepts, vocabulary, and scientific problem-solving skills. Early Childhood Research Quarterly, 27(2), 295-305. https://doi.org/10.1016/j.ecresq.2011.09.006
  • İzgi Onbaşılı, Ü., & Siper Kabadayı, G. (2019). Investigation of preschool children's knowledge on basic concepts of astronomy. Turkish Journal of Primary Education, 4(2) , 85-97.
  • Kahriman Pamuk, D., Elmas, R., & Pamuk, S. (2020). Augmented reality and science activities: the views of preschool pre- and ınservice teachers. YYU Journal of Education Faculty, 17(1), 671-699. doi: 10.33711/yyuefd.710054.
  • Kol, S. (2017). Erken Çocuklukta Teknoloji Kullanımı. [Technology Use in Early Childhood]. Ankara: Pegem Akademi.
  • Kuzgun, H. (2019). Utilization of augmented reality in early childhood: a case study [Master's thesis, Afyon Kocatepe University, Afyon].
  • Küçük, A., & Laçin Şimşek, C. (2017). What do preschool children know about space? Sakarya University Journal of Education, 7(4- special issue), 730-738.
  • McMillan, J. H., & Schumacher, S. (2010). Resarch in Education: Evidence Based İnquiry. 7. Edition, Boston, USA: Kevin M. Davis.
  • Milli Eğitim Bakanlığı (MEB). (2013). Okul Öncesi Eğitim Programı. [Preschool Education Program]. http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • National Research Council (NRC). (1996). National Science Education Standards. Washington, DC: The National Academies Press. https://doi.org/10.17226/4962.
  • Saçkes, M., Akman, B., & Trundle, K. C. (2012). A science methods course for early childhood teachers: A model for undergraduate pre-service teacher education. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(2), 1–26.
  • Saçkes, M., Trundle, K. C., & Flevares, L. M. (2009). Using children’s literature to teach standard-based science concepts in early years. Early Childhood Education Journal, 36(5), 415–422. http://doi.org/10.1007/s10643-009-0304-5
  • Shelton B. E., & Stevens R. (2004). Using coordination classes to interpret conceptual change in astronomical thinking. Paper preesented at 6th International Conference for the Learning Sciences, Santa Monica, California.
  • Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. Paper preesented at The First IEEE International Augmented Reality Toolkit Workshop, Darmstadt, Germany.
  • Sırakaya, M. (2015). Effects of augmented reality applications on students’ achievement, misconceptions and course engagement [Doctoral dissertation, Gazi University, Ankara].
  • Smith, A. (2001). Early childhood- a wonderful time for science learning. Australian Primary & Junior Journal, 17(2), 52–55.
  • Sümbüloğlu, K., & Sümbüloğlu, V. (2007). Biyoistatistik. [Biostatistics]. Ankara: Hatiboğlu Basım ve Yayım.
  • Trundle, K. C., & Saçkes, M. (2012). Science and early education. Handbook of Early Childhood Education, 240–258.
  • Uğur, İ., & Apaydın, Ş. C. (2014). The role of augmented reality applications in the levels of liking advertisements. NWSA-Humanities, 9(4), 145-156.
  • Uyanık Balat, G. (2010). Fen Nedir ve Çocuklar Feni Nasıl Öğrenir? [What is Science and How Do Children Learn Science?] (Ed.) Berrin Akman, Gülden Uyanık Balat, Tülin Güler (Ed.) Okul Öncesi Dönemde Fen Eğitimi. [Science Education in Preschool Period]. 1-18. Ankara: Pegem Akademi.
  • Watters, J. J., Diezmann, C. M., Grieshaber, S. J., & Davis, J. M. (2001). Enhancing science education for young children: A contemporary initiative. Australian Journal of Early Childhood, 26(2), 1–7.
  • Yen, J. C., Tsai, C. H., & Wang, J. Y. (2012). The effects of augmented reality on students’ moon phases concept learning and their conceptual changes of misconception. Paper preesented at International Conference on Business and Information. Sapporo, Japan.
  • Yıldırım, D. (2019). The effect of seasonal materials enriched with augmented reality on childrens language and concept development in preschool peri̇od [Master's thesis, Kırşehir Ahi Evran University, Kırşehir].
  • Yıldırım, P. (2018). The impact of science teaching made with mobile augmented reality technology on science and technology attitudes and academic achievement of secondary school students [Master's thesis, Fırat University, Elazığ].
  • Yılmaz R. M., Küçük S., & Göktaş Y. (2017). Are augmented reality picture books magic or real for preschool children aged five to six? British Journal of Educational Technology, 48(3), 824–41.
  • Zhu, Y., Yang, X., & Wang, S. J. (2017). Augmented reality meets tangibility a new approach for early childhood education. EAI Endorsed Transactions on Creative Technologies, 4(11), 1-8. doi: 10.4108/eai.5-9-2017.153059.
There are 50 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Endam Düzyol 0000-0002-1616-5200

Günseli Yıldırım 0000-0002-2513-7105

Güzin Özyılmaz 0000-0002-5900-8213

Publication Date January 31, 2022
Published in Issue Year 2022

Cite

APA Düzyol, E., Yıldırım, G., & Özyılmaz, G. (2022). Investigation of the effect of augmented reality application on preschool children’s knowledge of space. Journal of Educational Technology and Online Learning, 5(1), 190-203. https://doi.org/10.31681/jetol.976885


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