Artırılmış Gerçeklik Teknolojisi Kullanımının Fen Eğitiminde Öğrenci Başarılarına ve Derse Karşı Motivasyonlarına Etkisi

Abstract

Bu çalışmanın amacı 7. sınıf Fen Bilimleri dersi "Saf Madde ve Karışımlar" ünitesinde artırılmış gerçeklik teknolojisi kullanılmasının öğrencilerin akademik başarılarına ve derse karşı motivasyonlarına etkisini araştırmaktır. Çalışma 2019-2020 eğitim-öğretim yılında 7. sınıfta öğrenim gören 76 öğrenci ile gerçekleştirildi. Araştırmada nicel ve nitel yaklaşımların birlikte yer aldığı karma yöntem kullanıldı. Araştırmada ön test-son test kontrol gruplu yarı deneysel desen kullanılarak nicel veriler, öğrenciler ile yarı yapılandırılmış görüşmeler yapılarak da nitel veriler elde edildi. Kontrol grubunda dersler MEB müfredat programının öngördüğü şekilde işlenirken, deney grubunda programın öngördüğü şeklin yanında artırılmış gerçeklik uygulamaları da eklenerek işlendi. Ön test ve son test olarak "Saf Madde ve Karışımlar Ünitesi Akademik Başarı Testi", "Fen Bilimleri Dersine Yönelik Motivasyon Ölçeği" kullanıldı. Nitel verilerin elde edilmesinde ise araştırmacı tarafından oluşturulan "Artırılmış Gerçeklik Öğrenci Görüşme Soruları" kullanılarak yarı yapılandırılmış bir şekilde görüşmeler gerçekleştirildi. Araştırma sonucunda derslerde artırılmış gerçeklik öğrenme materyali kullanımının öğrencilerin akademik başarılarını ve derse karşı olan motivasyonlarını artırdığı tespit edilmiştir. Ayrıca öğrencilerle yapılan görüşmeler, derslerde artırılmış gerçeklik uygulamasının kullanılmasını eğlenceli, dikkat çekici, merak uyandırıcı ve anlamayı kolaylaştırıcı olarak bulduklarını göstermektedir.

Keywords

• Akademik başarı
• Artırılmış gerçeklik
• Fen eğitimi
• Saf madde ve karışımlar

The Effect of Using the Augmented Reality Technology on Student’s Achievements and Motivatıons Against the Course in Science Education

Abstract

This study aims to explore the effect of using augmented reality technology in the 7th-grade science lesson "pure substances and mixtures" theme on the student's academic achievements and their motivations towards the course. The study was carried out with 76 7th graders in the 2019-2020 academic year. A mixed method which consisted of the qualitative and quantitative approaches was employed in the research. In the research, the quantitative data were collected with the pre-test post-test control group semi-experimental design; the qualitative data were collected with the semi-structured interviews with the students. While the courses for the control group were given according to the MoNE Curriculum, they were held with augmented reality applications besides the practices in the curriculum. "The Pure Substance and Mixtures Theme Academic Achievement Test" and "The Motivation Scale for the Science Course" were applied for the pre-and post-test. In obtaining the qualitative data, the interviews were held with using the "Augmented Reality Student Interview Questions" which were developed by the researcher. At the end of the research, it was determined that using the augmented reality learning material in courses increased the students' academic achievements and their attitudes towards the course. In addition, the interviews which were held with the students indicated that using the augmented reality applications in the courses was entertaining, remarkable, intriguing and easy to comprehend.

Keywords

• Academic achievement
• Augmented reality
• Science education
• Pure substances and mixtures

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