Dijital Hikaye Anlatımının Disiplinlerarası Öğretim Bağlamında Kullanım Durumları

Year 2021, , 635 - 654, 01.11.2021

Harun Bahadır , Aslıhan Tüfekci , Hasan Çakır

https://doi.org/10.21666/muefd.858098

Cited By: 2

Abstract

Bu çalışmanın amacı alanyazında disiplinlerarası öğretim yaklaşımı ile ele alınan dijital hikâye anlatımı çalışmalarını (DHA) betimleyerek DHA‘nın farklı disiplinlerdeki bilgi ve becerileri ortak bir amaç doğrultusunda birbirine entegre etme potansiyelini ortaya çıkarmak ve bu yönde yapılacak çalışmalar için bir temel oluşturmaktır. 2014-2020 yılları arasında alanyazında yer alan DHA çalışmaları disiplinlerarası öğretim yaklaşımı ile uygulanma kriteri göz önünde bulundurularak betimsel tarama yöntemi ile taranmıştır. Ulaşılan 12 makale yayın yılı, uygulandığı ülke, katılımcı sayısı, sınıf düzeyi, çalışılan disiplin alanları, disiplin alanlarının entegrasyon durumları, araştırma metodu ve öğrenme çıktıları ölçütleri doğrultusunda içerik analizine tabi tutulmuştur. Yapılan analiz sonucunda alanyazında DHA’nın disiplinlerarası öğretim bakımından uygulandığı çalışma sayısının 2019 yılından itibaren artış göstermeye başladığı tespit edilmiştir. Çalışmalarda çoğunlukla teknolojinin yabancı dil ve ana dil ile entegrasyonu üzerinde durulduğu görülmüştür. Elde edilen sonuçlar doğrultusunda DHA’nın, birden fazla disiplin alanını disiplinlerarası öğretim bağlamında birbiri ile entegre etmek üzere kullanmak için etkin ve güçlü bir yöntem olduğu değerlendirilmektedir.

Keywords

Dijital Hikaye Anlatımı, Disiplinlerarası Öğretim, Tasarım Temelli Öğrenme

The Use Of Digital Storytelling In The Context Of Interdisciplinary Teaching

Abstract

The aim of this study is to reveal the potential of digital storytelling (DST) to integrate knowledge and skills from different disciplines for a common purpose by describing DST studies, which is handled with the interdisciplinary teaching approach in the literature, and to form a basis for studies to be carried out in this direction. DST studies in the literature between the years 2014-2020 were scanned with the descriptive review method, taking into account the criteria of application with interdisciplinary teaching. The 12 articles reached were subjected to content analysis in line with the criteria of publication year, country, number of participants, grade level, discipline areas studied, integration status of discipline areas, research method and learning outcomes. As a result of the analysis, it was observed that the number of studies in which DST was applied in terms of interdisciplinary teaching increased since 2019. It has been observed that the studies mostly focus on the integration of technology with foreign language and mother tongue. In line with results, DST is considered to be an effective and powerful method for using multiple disciplines to integrate with each other in the context of interdisciplinary teaching.

Keywords

Digital Storytelling, Interdisciplinary Teaching, Design Base Learning

References

• Acarli, D. S. (2020). An Interdisciplinary Teaching Application: The Topic of Proteins. Journal of Baltic Science Education, 19(3), 344-355.
• Al Salami, M. K., Makela, C. J., & de Miranda, M. A. (2017). Assessing changes in teachers’ attitudes toward interdisciplinary STEM teaching. International Journal Of Technology And Design Education, 27(1), 63-88. https://doi.org/10.1007/s10798-015-9341-0
• Alismail, H. A. (2015). Integrate Digital Storytelling in Education. Journal of Education and Practice, 6(9), 126-129.
• Aljaraideh, Y. A. (2020). The Impact Of Digital Storytelling On Academic Achievement Of Sixth Grade Students In English Language And Their Motivation Towards It In Jordan. Turkish Online Journal of Distance Education, 21(1), 73-82.
• Amir, Z., Ismail, K., & Hussin, S. (2011). Blogs in Language Learning: Maximizing Students’ Collaborative Writing. Kongres Pengajaran dan Pembelajaran UKM, 2010, 18, 537-543. https://doi.org/10.1016/j.sbspro.2011.05.079
• Andayani, R. (2019). Engaging English student teachers in a digital storytelling project for young learners. İçinde Sumardi (Ed.), First International Conference on Environmental Geography and Geography Education (icege) (C. 243, s. UNSP 012066). https://doi.org/10.1088/1755-1315/243/1/012066
• Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(1), 231-274.
• Barrett, H. C. (2009). How to create simple digital stories. Retrieved http://electronicportfolios.com/digistory/howto.html, 26, 2019.
• Başkale, H. (2016). Nitel araştırmalarda geçerlik, güvenirlik ve örneklem büyüklüğünün belirlenmesi.
• Berson, M. J., & Balyta, P. (2004). Technological Thinking and Practice in the Social Studies. Journal of Computing in Teacher Education, 20(4), 141-150. https://doi.org/10.1080/10402454.2004.10784498
• Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11.
• Cançat, A. (2018). Yeni Medya Sanatı Üzerine... Güzel Sanatlar Enstitüsü Dergisi, 40, 165-178.
• Castek, J., & Manderino, M. (2017). A planning framework for integrating digital literacies for disciplinary learning. Journal of Adolescent & Adult Literacy, 60(6), 697-700.
• Chen, P. (2011). From CMS to SNS: Educational Networking for Urban Teachers. Journal of Urban Learning, Teaching, and Research, 7, 50-61.
• Chrysostomou, S. (2004). Interdisciplinary approaches in the new curriculum in Greece: A focus on music education. Arts Education Policy Review, 105(5), 23-30.
• Chubko, N., Morris, J. E., McKinnon, D. H., Slater, E. V., & Lummis, G. W. (2019). Engaging adolescent Kyrgyzstani EFL students in digital storytelling projects about astronomy. Issues in Educational Research, 29(4), 1107-1130.
• Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage publications.
• Crismond, D. P., & Adams, R. S. (2012). The Informed Design Teaching and Learning Matrix. Journal of Engineering Education, 101(4), 738-797. https://doi.org/10.1002/j.2168-9830.2012.tb01127.x
• Den Braber, N., Kruger, J., Mazereeuw, M., & Kuiper, W. (2019). Mathematics in an Interdisciplinary STEM Course (NLT) in The Netherlands. İçinde Doig, B and Williams, J and Swanson, D and Ferri, RB and Drake, P (Ed.), Interdisciplinary Mathematics Education: The State Of The Art And Beyond (ss. 167-183). https://doi.org/10.1007/978-3-030-11066-6_11
• Docherty, M., & Gaubinger, K. (2019). Using State-of-the-Art Methodological Approaches to Enhance Interdisciplinary Synergies in STEM Subjects. İçinde P. Hehenberger (Ed.), Proceedings of the 2019 20th International Conference on Research and Education in Mechatronics (rem 2019).
• Duman, B., & Göcen, G. (2015). The Effect of the Digital Storytelling Method on Pre-Service Teachers’ Creative Writing Skills. Anthropologist, 20(1-2), 215-222.
• Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., & Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of engineering education, 94(1), 103-120.
• Eissa, H. M. S. (2019). Pedagogic effectiveness of digital storytelling in improving speaking skills of saudi efl learners.
• Ekmekçi, E. (2017). Improving English as a Foreign Language (EFL) Learners’ ICT Literacy Skills through Digital Storytelling. Participatory Educational Research (PER), 4(2).
• Erişti, S. D. B. (2017). Technology-Focused Visual Communication and Digital Storytelling as a Dynamic Visual Communication Path for Children.
• Ferrando Palomares, I., Hurtado Soler, D., & Beltran Meneu, M. J. (2018). Pre-service teacher training in STEM: a teaching experience. Attic-Revista D Innovacio Educativa, 20, 35-42. https://doi.org/10.7203/attic.20.10946
• Fontana, L. A. (1997). Online Learning Communities Implications for the Social Studies. İçinde Interactive Technologies on the Social Studies: Emerging Issues and Applications. State University of New York Press.
• Fox, B. (2013). Embodying the Writer in the Multimodal Classroom through Disability Studies. Computers and Composition, 30(4), 266-282. https://doi.org/10.1016/j.compcom.2013.10.003
• Gonzalez Mesa, P. A. (2020). Digital Storytelling: Boosting Literacy Practices in Students at Al-Level. How-a Colombian Journal for Teachers of English, 27(1), 83-104. https://doi.org/10.19183/how.27.1.505
• Gurkan, B. (2019). Examination of secondary school teachers’ opinions regarding interdisciplinary teaching. Pegem Egitim Ve Ogretim Dergisi, 9(1), 91-123. https://doi.org/10.14527/pegegog.2019.004
• Hava, K. (2019). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 1-21.
• Herne, S., Adams, J., Atkinson, D., Dash, P., & Jessel, J. (2013). Technology, learning communities and young people: The Future Something Project. International Journal of Art & Design Education, 32(1), 68-82.
• Hoeg, D. G., & Bencze, J. L. (2017). Values underpinning STEM education in the USA: An analysis of the Next Generation Science Standards. Science Education, 101(2), 278-301.
• Huang, Y.-Y., Liu, C.-C., Wang, Y., Tsai, C.-C., & Lin, H.-M. (2017). Student engagement in long-term collaborative EFL storytelling activities: An analysis of learners with English proficiency differences. Journal of Educational Technology & Society, 20(3), 95-109.
• Jacobs, H. H. (1989). The Growing Need For Interdiscıplinary Curriculum Content. İçinde H. H. Jacobs (Ed.), Interdisciplinary curriculum: Design and implementation. ERIC. https://files.eric.ed.gov/fulltext/ED316506.pdf
• Jakes, D. S., & Brennan, J. (2005). Capturing stories, capturing lives: An introduction to digital storytelling. Retrieved January, 16, 2011.
• Jehlicka, V., & Rejsek, O. (2018). A Multidisciplinary Approach to Teaching Mathematics and Information and Communication Technology. Eurasia Journal Of Mathematics Science And Technology Education, 14(5), 1705-1718. https://doi.org/10.29333/ejmste/85109
• Kajder, S. B. (2004). Enter Here: Personal Narrative and Digital Storytelling. The English Journal, 93(3), 64-68. https://doi.org/10.2307/4128811
• Kaminskiene, L., & Khetsuriani, N. (2019). Personalisation Of Learning Through Digital Storytelling. Management-Journal of Contemporary Management Issues, 24(1), 153-165. https://doi.org/10.30924/mjcmi.24.1.10
• Karakoyun, F., & Kuzu, A. (2016). The Investigation of Preservice Teachers’ and Primary School Students’ Views about Online Digital Storytelling. European Journal of Contemporary Education, 15(1), 51-64.
• Karakuş, M., Türkkan, B. T., & Karakuş, F. (2017). Fen bilgisi ve ilköğretim matematik öğretmenlerinin disiplinlerarası yaklaşıma yönelik görüşlerinin belirlenmesi. Elementary Education Online, 16(2).
• Kearney, M. (2011). A learning design for student‐generated digital storytelling. Learning, Media and Technology, 36(2), 169-188. https://doi.org/10.1080/17439884.2011.553623
• Kim, H.-S., Kil, H.-J., & Shin, A. (2014). An analysis of variables affecting the ICT literacy level of Korean elementary school students. Computers & Education, 77, 29-38. https://doi.org/10.1016/j.compedu.2014.04.009
• Kocakaya, S., Kotluk, N., & Karakoyun, F. (2016). Pre-Service Physics Teachers’ Views on Designing and Developing Physics Digital Stories. Digital Education Review, 30, 106-122.
• Kocaman-Karoğlu, A. (2015). Öğretim Sürecinde Hikâye Anlatmanın Teknolojiyle Değişen Doğası: Dijital Hikâye Anlatımı. Eğitim Teknolojisi Kuram ve Uygulama, 5(2), 89-106. https://doi.org/10.17943/etku.29277
• Kolodner, J., & Lamberty, K. (2007). Getting and keeping children engaged with a constructionist design tool for craft and math.
• Korhonen, A., & Vivitsou, M. (2019). Digital Storytelling and Group Work: Integrating the Narrative Approach into a Higher Education Computer Science Course. İçinde Proceedings of the 2019 Acm Conference on Innovation and Technology in Computer Science Education (iticse ’19) (ss. 140-146). https://doi.org/10.1145/3304221.3325528
• Lambert, J. (2010). Digital Storytelling Cookbook. Digital Diner Press.
• Liu, M.-C., Huang, Y.-M., & Xu, Y.-H. (2018). Effects of individual versus group work on learner autonomy and emotion in digital storytelling. Educational Technology Research and Development, 66(4), 1009-1028.
• Livingstone, S. (2014). Developing social media literacy: How children learn to interpret risky opportunities on social network sites. Communications, 39(3), 283-303.
• Lysenko, L., Abrami, P. C., Wade, C. A., Marsh, J. P., WaGioko, M., & Kiforo, E. (2019). Promoting young Kenyans’ growth in literacy with educational technology: A tale of two years of implementation. International Journal of Educational Research, 95, 176-189. https://doi.org/10.1016/j.ijer.2019.02.013
• Malita, L., & Martin, C. (2010). Digital Storytelling as web passport to success in the 21st Century. Innovation and Creativity in Education, 2(2), 3060-3064. https://doi.org/10.1016/j.sbspro.2010.03.465
• Manfra, M. M. (2014). Editorial: 15 Years after Martorella’s sleeping giant: A year of special themed issues. Contemporary Issues in Technology and Teacher Education, 14(1). https://citejournal.org/volume-14/issue-1-14/social-studies/editorial-15-years-after-martorellas-sleeping-giant-a-year-of-special-themed-issues
• Martinez-Borreguero, G., Mateos-Nunez, M., & Naranjo-Correa, F. L. (2019). Implementation of STEM Projects to Improve The Learning of Physics Contents In The Primary Education Classroom. İçinde L. G. Chova, A. L. Martinez, & I. C. Torres (Ed.), 12th International Conference of Education, Research and Innovation (iceri 2019) (ss. 549-558).
• Martorella, P. H. (1997). Interactive Technologies on the Social Studies: Emerging Issues and Applications. State University of New York Press.
• Maureen, I. Y., van der Meij, H., & de Jong, T. (2018). Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities. International Journal of Early Childhood, 50(3), 371-389. https://doi.org/10.1007/s13158-018-0230-z
• NGA. (2007). Innovation America: Building a science, technology, engineering and math agenda. National Governors Association. https://files.eric.ed.gov/fulltext/ED496324.pdf
• Niemi, H., & Multisilta, J. (2016). Digital storytelling promoting twenty-first century skills and student engagement. Technology, Pedagogy and Education, 25(4), 451-468. https://doi.org/10.1080/1475939X.2015.1074610
• Nishioka, H. (2016). Analysing language development in a collaborative digital storytelling project: Sociocultural perspectives. Language pedagogy and the changing landscapes of digital technology, 62, 39-52. https://doi.org/10.1016/j.system.2016.07.001
• o’Reilly, T. (2009). What is web 2.0. O’Reilly Media, Inc.
• Oakley, G., Pegrum, M., Xiong, X. B., Lim, C. P., & Yan, H. (2018). An online Chinese-Australian language and cultural exchange through digital storytelling. Language, Culture and Curriculum, 31(2), 128-149.
• O’Byrne, W. I., Houser, K., Stone, R., & White, M. (2018). Digital storytelling in early childhood: Student illustrations shaping social interactions. Frontiers in psychology, 9, 1800.
• Ono, Y., & Nakajima, A. (2017). Discussion Course Model Using Online Educational Resources to Enhance EFL Learners’ Motivation and Critical Thinking. Proceedings of the 25th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education, 865-873.
• P21. (2006). A state leader’s action guide to 21st century skills: A new vision for education. Partnership for 21st Century Skills. http://www.battelleforkids.org/networks/p21
• Paker, T. (2017). Durum Çalışması. İçinde F. N. Seggie & Y. Bayyurt (Ed.), Nitel Araştırma. Yöntem, Teknik, Analiz ve Yaklaşımları. Anı Yayıncılık.
• Pandian, A., Baboo, S. B., & Yi, L. J. (2020). Digital Storytelling: Engaging Young People to Communicate for Digital Media Literacy. Jurnal Komunikasi-Malaysian Journal of Communication, 36(1), 187-204. https://doi.org/10.17576/JKMJC-2020-3601-11
• Pavlou, V. (2020). Art Technology Integration: Digital Storytellying as a Transformative Pedagogy in Primary Education. International Journal of Art & Design Education, 39(1), 195-210.
• Perkins, D. N. (1994). The intelligent eye: Learning to think by looking at art (C. 4). Getty Publications.
• Porto, M. D., & Alonso Belmonte, I. (2014). From local to global: Visual strategies of glocalisation in digital storytelling. Language & Communication, 39, 14-23. https://doi.org/10.1016/j.langcom.2014.05.001
• Preradovic, N. M., Lesin, G., & Boras, D. (2016). Introduction of Digital Storytelling in preschool education: A case study from Croatia. Digital Education Review, 30, 94-105.
• Psomos, P., & Kordaki, M. (2012). Pedagogical Analysis of Educational Digital Storytelling Environments of the Last Five Years. 4th World Conference On Educational Sciences (Wces-2012) 02-05 February 2012 Barcelona, Spain, 46, 1213-1218. https://doi.org/10.1016/j.sbspro.2012.05.277
• Razmi, M., Pourali, S., & Nozad, S. (2014). Digital Storytelling in EFL Classroom (Oral Presentation of the Story): A Pathway to Improve Oral Production. Proceedings of the International Conference on Current Trends in ELT, 98, 1541-1544. https://doi.org/10.1016/j.sbspro.2014.03.576
• Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220-228. https://doi.org/10.1080/00405840802153916
• Rolón‐Dow, R. (2011). Race (ing) stories: Digital storytelling as a tool for critical race scholarship. Race Ethnicity and Education, 14(2), 159-173.
• Sagdic, M. (2019). Historical Development of Interdisciplinary Teaching Approaches in Social Studies Education in Turkey. Tarih Kultur Ve Sanat Arastirmalari Dergisi-Journal of History Culture and Art Research, 8(2), 390-403. https://doi.org/10.7596/taksad.v8i2.2121
• Schreier, M. (2014). Qualitative content analysis. İçinde U. Flick (Ed.), The SAGE Handbook of Qualitative Data Analysis. Sage Publications.
• Shanta, S., & Wells, J. G. (2020). T/E design based learning: Assessing student critical thinking and problem solving abilities. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-020-09608-8
• Shelton, C. C., Archambault, L. M., & Hale, A. E. (2017). Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68. https://doi.org/10.1080/21532974.2016.1276871
• Silapachote, P., Srisuphab, A., & Srikosamatara, S. (2014). A Reverse Engineering Approach to Teach Biology Students Mathematical Complexity in Ecology Interdisciplinary teaching connects mathematical literacy and outdoor practice. 2014 International Conference On Teaching, Assessment And Learning (Tale), 141-147.
• Silseth, K. (2013). Surviving the impossible: Studying students’ constructions of digital stories on World War II. Learning, Culture and Social Interaction, 2(3), 155-170. https://doi.org/10.1016/j.lcsi.2013.04.004
• Song, Q., He, L., & Hu, X. (2012). To Improve the Interactivity of the History Educational Games with Digital Interactive Storytelling. 2012 International Conference on Medical Physics and Biomedical Engineering (ICMPBE2012), 33, 1798-1802. https://doi.org/10.1016/j.phpro.2012.05.287
• Stork, M. G. (2020). Supporting Twenty-First Century Competencies Using Robots and Digital Storytelling. Journal of Formative Design in Learning, 4(1), 43-50. https://doi.org/10.1007/s41686-019-00039-w
• Şimşek, B., Usluel, Y. K., Sarıca, H. Ç., & Tekeli, P. (2018). Türkiye’de Eğitsel Bağlamda Dijital Hikâye Anlatımı Konusuna Eleştirel Bir Yaklaşım. Eğitim Teknolojisi Kuram ve Uygulama, 8(1), 158-186.
• Talan, T. (2019). Dijital Öyküleme Yöntemi İle İlgili Yapılan Çalışmalara Sistematik Bir Bakış ( A Systematic Overview of the Studies Conducted On the Digital Storytelling Method ).
• Thang, S. M., Sim, L. Y., Mahmud, N., Lin, L. K., Zabidi, N. A., & Ismail, K. (2014). Enhancing 21st Century Learning Skills Via Digital Storytelling: Voices of Malaysian Teachers and Undergraduates. International Conference on Knowledge-Innovation-Excellence: Synergy in Language Research and Practice (2013), Organized by School of Language Studies and Linguistics, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia (National University of Malaysia), 118, 489-494. https://doi.org/10.1016/j.sbspro.2014.02.067
• Turan, T., & Seker, B. S. (2018). The Effect of Digital Stories on Fifth-Grade Students’ Motivation. Journal of Education and Future-Egitim Ve Gelecek Dergisi, 13, 65-78.
• Turetsky, K. M., Purdie-Greenaway, V., Cook, J. E., Curley, J. P., & Cohen, G. L. (2020). A psychological intervention strengthens students’ peer social networks and promotes persistence in STEM. Science Advances, 6(45). https://doi.org/10.1126/sciadv.aba9221
• Turgut, G., & Kışla, T. (2015). Bilgisayar destekli hikâye anlatımı yöntemi: Alanyazın araştırması. Turkish Online Journal of Qualitative Inquiry, 6(2), 97-121.
• Van Gils, F. (2005). Potential applications of digital storytelling in education. 3rd twente student conference on IT, 7.
• Vu, V., Warschauer, M., & Yim, S. (2019). Digital Storytelling: A District Initiative for Academic Literacy Improvement. Journal of Adolescent & Adult Literacy, 63(3), 257-267.
• Wahyuni, & Sarosa, T. (2017). An Action Research: Project-Based Digital Storytelling To Promote Efl Students’ Digital Literacy. İçinde Saefurrohman, M. Winda, B. A. Suady, Suhandini, & A. S. Dadari (Ed.), Proceedings of the 4th Asia Pacific Education Conference (aecon 2017) (C. 109, ss. 303-308).
• Walsh, E. M., & Cordero, E. (2019). Youth science expertise, environmental identity, and agency in climate action filmmaking. Environmental Education Research, 25(5), 656-677. https://doi.org/10.1080/13504622.2019.1569206
• Walters, L. M., Green, M. R., Goldsby, D., Walters, T. N., & Wang, L. (2016). Teaching pre-service teachers to make digital stories that explain complex mathematical concepts in a real-world context: The" Math-eo" project, creating" cool new tools". The International Journal for Technology in Mathematics Education, 23(4), 129.
• Whyte, R., Ainsworth, S., & Medwell, J. (2019). Designing for Integrated K-5 Computing and Literacy Through Story-making Activities. İçinde Icer ’19—Proceedings of the 2019 Acm Conference on International Computing Education Research (ss. 167-175). https://doi.org/10.1145/3291279.3339425
• Yang, Ya-Ting C., & Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012
• Yang, Ya-Ting Carolyn, Chen, Y.-C., & Hung, H.-T. (2020). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 1-23. https://doi.org/10.1080/09588221.2020.1750431
• Yang, Ya-Ting Carolyn, & Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012
• Yang, Y.-F. (Diana). (2012). Multimodal Composing in Digital Storytelling. New Literacy Narratives: Stories about Reading and Writing in a Digital Age, 29(3), 221-238. https://doi.org/10.1016/j.compcom.2012.07.001
• Yearta, L. (2019). Integrating Social Studies and English Language Arts: Digital Stories and the Revolutionary War. The Reading Teacher, 73(2), 215-218. https://doi.org/10.1002/trtr.1806
• Yıldırım, A. (1996). Disiplinlerarası öğretim kavramı ve programlar açısından doğurduğu sonuçlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12(12).
• Yıldırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (9. Baskı). Seçkin Yayıncılık.
• Zhang, F., Markopoulos, P., Bekker, T., Paule-Ruíz, M., & Schüll, M. (2020). Understanding design-based learning context and the associated emotional experience. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-020-09630-w