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Artırılmış Gerçeklik Uygulamalarının Ortaokul Öğrencilerinin Astronomi Okuryazarlık Düzeylerine Etkisinin İncelenmesi

Year 2023, Volume: 7 Issue: 3, 684 - 705, 30.11.2023

Abstract

Bu çalışmada, ortaokul yedinci ve sekizinci sınıf öğrencilerinin astronomi okuryazarlık düzeylerinin tespit edilmesi ve öğrencilerin astronomi okuryazarlık düzeyleri üzerine artırılmış gerçeklik (AG) uygulamalarının etkisinin araştırılması amaçlanmaktadır. Araştırma, nicel bir çalışmadır ve yarı deneysel yöntem kullanılmıştır. Çalışma grubu, 2021-2022 eğitim-öğretim yılı bahar döneminde Ankara ili merkez ilçesinde bir ortaokulda öğrenim gören yedinci ve sekizinci sınıf olmak üzere toplam 95 öğrenciden (n7.sınıf = 46 ve n8.sınıf = 49) oluşmaktadır. Araştırmanın çalışma grubu öğrencileri, uygun örnekleme yöntemi kullanılarak seçilmiştir. Araştırmada iki deney, iki kontrol grubu ile çalışılmıştır. Araştırmanın verileri astronomi okuryazarlık ölçeği ile uygulamadan önce ve uygulamadan sonra elde edilmiştir. Elde edilen veriler istatistik paket programı olan SPSS ile analiz edilmiştir. Uygulamada dersler temel astronomi kavramları çerçevesinde, deney gruplarında artırılmış gerçeklik uygulamaları ile, kontrol gruplarında ise öğretim programında belirtilen kazanımlar doğrultusunda ders kitaplarında önerilen etkinlikler ile işlenmiştir. Verilerin analizi sonucunda, öğrencilerin uygulama öncesinde astronomi okuryazarlık düzeylerinin düşük seviyede olduğu dikkat çekmiştir. Uygulama sonrasında deney grubu öğrencilerinin astronomi okuryazarlık düzeylerinin yüksek; kontrol grubu öğrencilerinin ise orta seviyeye ulaştığı görülmüştür. Artırılmış gerçeklik (AG) uygulamalarının deney grubu öğrencilerinin astronomi okuryazarlık düzeylerini olumlu olarak etkilediği belirlenmiştir.

References

  • Abdüsselam, M. S., & Karal, H. (2012). Fizik öğretiminde artırılmış gerçeklik ortamlarının öğrenci akademik başarısı üzerine etkisi: 11. Sınıf manyetizma konusu [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), 170-182.
  • Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334-342.
  • Arıcı, V. A. (2013). Fen eğitiminde sanal gerçeklik programları üzerine bir çalışma: “Güneş sistemi ve ötesi: Uzay bilmecesi” ünitesi örneği [A study on 3d-virtual reality in science education programs: “Solar system and beyond: Space puzzle” unit sample]. (Tez No. 334877). [Master Thesis, Adnan Menderes University], National Thesis Center.
  • Alpar, R. (2003). Uygulamalı çok değişkenli istatistiksel yöntemlere giriş [Introduction to applied multivariate routing]. (2 nd ed.). Nobel Yayın Dağıtım.
  • Baysal, Y. E. (2016). Fen bilgisi öğretmenlerinin eğitim teknolojilerini kullanmaya yönelik motivasyon ve öz düzenleme düzeylerinin belirlenmesi [Determining the motivation and self-regulation levels of science teachers regarding their use of instructional technologies]. (Tez No. 446068). [Master Thesis, Dicle University], National Thesis Center.
  • Benli Özdemir, E. (2022). Astronomi okuryazarlık ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. [Development of astronomy literacy scale: A study of validity and reliability]. International Online Journal of Education and Teaching, 9(3), 1356-1376.
  • Bressler, D. M., & Bodzin, A. M. (2013). A mixed methods assessment of students’ flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29, 505-517.
  • Buchner, J., & Zumbach, J. (2018). Promoting intrinsic motivation with a mobile augmented reality learning environment international association for development of the information society Paper presented at the International Association for Development of the Information Society (IADIS). International Conference on Mobile Learning 14th, Lisbon, Portugal.
  • Buluş Kırıkkaya, E., & Şentürk, M. (2018). Güneş sistemi ve ötesi ünitesinde artırılmış gerçeklik teknolojisi kullanılmasının öğrenci akademik başarısına etkisi [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.
  • Büyüköztürk, Ş. (2011). Deneysel desenler [Experimental patterns]. (3 rd ed.). Pegem Akademi.
  • 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, 289-304.
  • Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’learning achievements and motivations in natural science inquiry activities. Educational Technology and Society, 17(4), 352–365.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
  • Çankaya, B. (2019). Artırılmış gerçeklik uygulamalarının ortaöğretim öğrencilerinin fen bilimleri dersi başarı, tutum ve motivasyonuna etkisi [The effect of the augmented reality applications on the success, attitude and motivation of secondary education student]. (Tez No. 575383). [MasterThesis, Gazi University], National Thesis Center.
  • Danaia, L., McKinnon, D. H., & Fitzgerald, M. (2017). Ideal pictures and actual perspectives of junior secondary school science: Comparisons drawn from Australian students in an astronomy education programme. Research in Science & Technological Education, 35(4), 445-460.
  • Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311.
  • Enyedy, N., Danish, J. A., Delacruz, G., & M. Kumar (2012). Learning physics through play in an augmented reality environment. International Journal of Computer-Supported Collaborative Learning, 7(3), 347-378.
  • Ersoy H., Duman E., & Öncü S. (2016). Artırılmış gerçeklik ile motivasyon ve başarı: Deneysel bir çalışma. [Motivation and success with augmented reality: An experimental study]. Journal of Instructional Technologies and Teacher Education, 5(1), 39-44.
  • Fleck, S., Simon, G., & Bastien, C. (2014). AIBLE: an inquiry-based augmented reality environment for teaching astronomical phenomena. 13th IEEE International Symposium on Mixed and Augmented Reality - ISMAR, Munich, Germany.
  • Furió, D., Juan, M.-C., Segui, I., & Vivó, R. (2015). Mobile learning vs. traditional classroom lessons: A comparative study. Journal of Computer Assisted Learning, 31(3), 189–201.
  • Hsiao, K. F., Chen, N. S., & Huang, S. Y. (2012). Learning while exercising for science education in augmented reality among adolescents. Interactive Learning Environments, 20(4), 331- 349.
  • Huang, T. C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72-82.
  • Ibáñez, M. B., Di Serio, A., Villarán, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers ve Education, 71, 1–13.
  • İbili E., & Şahin, S. (2013). Artırılmış gerçeklik ile interaktif 3D geometri kitabı yazılımın tasarımı ve geliştirilmesi: ARGE3D [Software design and development of an interactive 3d geometry book using augmented reality: ARGE3D]. Afyon Kocatepe University Journal of Science and Engineering, 13(1), 1-8.
  • İçten, T., & Bal, G. (2017). Artırılmış gerçeklik üzerine son gelişmelerin ve uygulamaların incelenmesi [Review of recent developments and applications in augmented reality]. Gazi University Journal of Science Part C: Design and Technology, 5(2) , 111-136.
  • Khan, T., Johnston, K., & Ophoff, J.(2019).The impact of an augmented reality application on learning motivation of students. Advances in Human-Computer Interaction 2019, [7208494].
  • Küçük, S., Yılmaz, R. M., Baydaş, Ö., & Göktaş, Y. (2014). Ortaokullarda artırılmış gerçeklik uygulamaları tutum ölçeği: Geçerlik ve güvenirlik çalışması [Augmented reality applications attitude scale in secondary schools: Validity and reliability study]. Education and Science, 39(176), 383-392.
  • Küçüksaraç, B., & Sayımer, İ. (2016). Deneyimsel pazarlama aracı olarak artırılmış gerçeklik: Türkiye’deki marka deneyimlerinin etkileri üzerine bir araştırma [Augmented reality as an experimental marketıng tool: A research about brand experience impacts in Turkey]. Istanbul University Faculty of Communication Journal, 51, 73-95.
  • Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y., & Tsai, C. C. (2013). An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314-32.
  • Love, C., Murphy, A., & Bonora, S. (2013). Evaluating astronomy literacy of the general public. Astronomical Journal, August(9).
  • McMillan, J. H. (2000). Educational research: Fundamentals for the consumer. Longman.
  • Megahed, N. A. (2014). Augmented reality based-learning assistant for architectural education. International Journal on Advances in Education Research. 1, 35-50.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (2018). İlköğretim kurumları (İlkokullar ve ortaokullar) Fen Bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Primary education ,institutions (Primary and secondary schools) science course (3, 4, 5, 6, 7 and 8th grades) curriculum]. Ankara.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (2010). Ortaöğretim Astronomi ve Uzay Bilimleri dersi öğretim programı (Secondary education Astronomy and Space sciences curriculum). Ankara.
  • Onur, M. (2021). Artırılmış gerçeklik ile desteklenen öğretimin, güneş sistemi ve ötesi ünitesinde öğrencilerin akademik başarılarına, öğrenmedeki kalıcılık düzeyine ve derse yönelik motivasyona etkisi [The effect of augmented reality-supported teaching on students' academic achievement, level of learning permanence, and learning motivation in the solar system and beyond unit]. (Tez No.704680). [Master Thesis, Mustafa Kemal University]. National Thesis Center.
  • Özeren, S. (2020). Artırılmış gerçeklik uygulamalarının ortaokul öğrencilerinin başarı ve motivasyonuna etkisi [The effects of augmented reality applications on the achievement and motivation levels of secondary school students]. (Tez No. 637685). [Master Thesis, Abant İzeet Baysal University]. National Thesis Center.
  • Pozharına, G. (2019). Yabancı dil olarak İngilizce akademik yazma derslerinde mobil artırılmış gerçeklik ile zenginleştirilmiş materyallerin öğrencilerin motivasyon ve tutum düzeyine etkileri [The effects of using mobile augmented reality integrated materials on students' motivation and attitude level in EFL academic writing classes]. (Tez No. 569334). [MasterThesis, İstanbul Aydın University], National Thesis Center.
  • Sarıca, R. (2019). Destekleme ve yetiştirme kurslarına (DYK) yönelik öğretmen görüşleri [Teachers’ opinions about supporting and training courses]. Milli Eğitim Dergisi, 48(221), 91-122.
  • Say, S., & Pan, V. (2017). The effect of instruction with augmented reality astronomy cards on 7th grade students’ attitudes towards astronomy and academic achievement. The Turkish Online Journal of Educational Technology (Special Issue for INTE 2017), 295-301.
  • Şahin, D., & Yılmaz, R. M. (2020). The effect of augmented reality technology on middle school students’ achievements and attitudes towards science education. Computers & Education, 144, 1-11.
  • Tandoğan, B. (2019). Özel amaçlı ingilizce öğretiminde artırılmış gerçeklik ile zenginleştirilmiş arcs model tabanlı öğretim materyallerinin öğrencilerin kelime başarısına ve motivasyonuna etkisinin incelenmesi [Investigating the effectiveness of ARCS based instructional materials enhanced with augmented reality on esp vocabulary achievement and motivation]. (Tez No. 573364). [Master Thesis, Orta Doğu Teknik University], National Thesis Center.
  • Tanik Önal, N., & Önal, N. (2021). The effect of augmented reality on the astronomy achievement and interest level of gifted students. Education and Information Technologies, 26, 4573-4599.
  • Tarng W., Lin Y-J., & Ou K-L. (2021). A virtual experiment for learning the principle of daniell cell based on augmented reality. Applied Sciences, 11(2), 762.
  • Tian, K., Endo, M., Urata, M., Mouri, K., & Yasuda, T. (2014). Lunar observation support system using smartphone AR for astronomy education. International Journal of Interactive Mobile Technologies, 8(1), 32-39.

Investigation of the Effect of Augmented Reality Applications on Middle School Students' Astronomy Literacy Levels

Year 2023, Volume: 7 Issue: 3, 684 - 705, 30.11.2023

Abstract

The aim of this study is to determine the astronomy literacy levels of secondary school seventh and eighth grade students and to investigate the effect of augmented reality (AR) applications on students' astronomy literacy levels. In the study, quasi-experimental method and experimental design with pretest-posttest control group were used. The study group consists of a total of 95 seventh and eighth grade students (n7th grade = 46 and n8th grade = 49) studying at a public secondary school in the central district of Ankara in the spring term of the 2021-2022 academic year. In the study, the study group was selected by using convenient sampling method, one of the non-probability-based sampling methods. Two experimental and two control groups were used in the study. The data of the research were collected with the astronomy literacy scale before and after the application. The data were analyzed with the SPSS package program. In practice, the lessons were taught within the framework of basic astronomy concepts, with augmented reality applications in the experimental groups, and in the control groups as specified in the curriculum. As a result of the analysis of the data, it was noted that the students' astronomy literacy levels were low before the application. After the application, the astronomy literacy levels of the experimental group students were high level; it was seen that the students in the control group reached the intermediate level. It was determined that augmented reality (AR) applications positively affected the astronomy literacy levels of the experimental group students. It has been revealed that the affective and behavioral dimensions of the astronomy literacy levels of the experimental group students have developed at a very high level.

References

  • Abdüsselam, M. S., & Karal, H. (2012). Fizik öğretiminde artırılmış gerçeklik ortamlarının öğrenci akademik başarısı üzerine etkisi: 11. Sınıf manyetizma konusu [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), 170-182.
  • Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334-342.
  • Arıcı, V. A. (2013). Fen eğitiminde sanal gerçeklik programları üzerine bir çalışma: “Güneş sistemi ve ötesi: Uzay bilmecesi” ünitesi örneği [A study on 3d-virtual reality in science education programs: “Solar system and beyond: Space puzzle” unit sample]. (Tez No. 334877). [Master Thesis, Adnan Menderes University], National Thesis Center.
  • Alpar, R. (2003). Uygulamalı çok değişkenli istatistiksel yöntemlere giriş [Introduction to applied multivariate routing]. (2 nd ed.). Nobel Yayın Dağıtım.
  • Baysal, Y. E. (2016). Fen bilgisi öğretmenlerinin eğitim teknolojilerini kullanmaya yönelik motivasyon ve öz düzenleme düzeylerinin belirlenmesi [Determining the motivation and self-regulation levels of science teachers regarding their use of instructional technologies]. (Tez No. 446068). [Master Thesis, Dicle University], National Thesis Center.
  • Benli Özdemir, E. (2022). Astronomi okuryazarlık ölçeğinin geliştirilmesi: Geçerlik ve güvenirlik çalışması. [Development of astronomy literacy scale: A study of validity and reliability]. International Online Journal of Education and Teaching, 9(3), 1356-1376.
  • Bressler, D. M., & Bodzin, A. M. (2013). A mixed methods assessment of students’ flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29, 505-517.
  • Buchner, J., & Zumbach, J. (2018). Promoting intrinsic motivation with a mobile augmented reality learning environment international association for development of the information society Paper presented at the International Association for Development of the Information Society (IADIS). International Conference on Mobile Learning 14th, Lisbon, Portugal.
  • Buluş Kırıkkaya, E., & Şentürk, M. (2018). Güneş sistemi ve ötesi ünitesinde artırılmış gerçeklik teknolojisi kullanılmasının öğrenci akademik başarısına etkisi [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.
  • Büyüköztürk, Ş. (2011). Deneysel desenler [Experimental patterns]. (3 rd ed.). Pegem Akademi.
  • 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, 289-304.
  • Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’learning achievements and motivations in natural science inquiry activities. Educational Technology and Society, 17(4), 352–365.
  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
  • Çankaya, B. (2019). Artırılmış gerçeklik uygulamalarının ortaöğretim öğrencilerinin fen bilimleri dersi başarı, tutum ve motivasyonuna etkisi [The effect of the augmented reality applications on the success, attitude and motivation of secondary education student]. (Tez No. 575383). [MasterThesis, Gazi University], National Thesis Center.
  • Danaia, L., McKinnon, D. H., & Fitzgerald, M. (2017). Ideal pictures and actual perspectives of junior secondary school science: Comparisons drawn from Australian students in an astronomy education programme. Research in Science & Technological Education, 35(4), 445-460.
  • Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311.
  • Enyedy, N., Danish, J. A., Delacruz, G., & M. Kumar (2012). Learning physics through play in an augmented reality environment. International Journal of Computer-Supported Collaborative Learning, 7(3), 347-378.
  • Ersoy H., Duman E., & Öncü S. (2016). Artırılmış gerçeklik ile motivasyon ve başarı: Deneysel bir çalışma. [Motivation and success with augmented reality: An experimental study]. Journal of Instructional Technologies and Teacher Education, 5(1), 39-44.
  • Fleck, S., Simon, G., & Bastien, C. (2014). AIBLE: an inquiry-based augmented reality environment for teaching astronomical phenomena. 13th IEEE International Symposium on Mixed and Augmented Reality - ISMAR, Munich, Germany.
  • Furió, D., Juan, M.-C., Segui, I., & Vivó, R. (2015). Mobile learning vs. traditional classroom lessons: A comparative study. Journal of Computer Assisted Learning, 31(3), 189–201.
  • Hsiao, K. F., Chen, N. S., & Huang, S. Y. (2012). Learning while exercising for science education in augmented reality among adolescents. Interactive Learning Environments, 20(4), 331- 349.
  • Huang, T. C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72-82.
  • Ibáñez, M. B., Di Serio, A., Villarán, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers ve Education, 71, 1–13.
  • İbili E., & Şahin, S. (2013). Artırılmış gerçeklik ile interaktif 3D geometri kitabı yazılımın tasarımı ve geliştirilmesi: ARGE3D [Software design and development of an interactive 3d geometry book using augmented reality: ARGE3D]. Afyon Kocatepe University Journal of Science and Engineering, 13(1), 1-8.
  • İçten, T., & Bal, G. (2017). Artırılmış gerçeklik üzerine son gelişmelerin ve uygulamaların incelenmesi [Review of recent developments and applications in augmented reality]. Gazi University Journal of Science Part C: Design and Technology, 5(2) , 111-136.
  • Khan, T., Johnston, K., & Ophoff, J.(2019).The impact of an augmented reality application on learning motivation of students. Advances in Human-Computer Interaction 2019, [7208494].
  • Küçük, S., Yılmaz, R. M., Baydaş, Ö., & Göktaş, Y. (2014). Ortaokullarda artırılmış gerçeklik uygulamaları tutum ölçeği: Geçerlik ve güvenirlik çalışması [Augmented reality applications attitude scale in secondary schools: Validity and reliability study]. Education and Science, 39(176), 383-392.
  • Küçüksaraç, B., & Sayımer, İ. (2016). Deneyimsel pazarlama aracı olarak artırılmış gerçeklik: Türkiye’deki marka deneyimlerinin etkileri üzerine bir araştırma [Augmented reality as an experimental marketıng tool: A research about brand experience impacts in Turkey]. Istanbul University Faculty of Communication Journal, 51, 73-95.
  • Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y., & Tsai, C. C. (2013). An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314-32.
  • Love, C., Murphy, A., & Bonora, S. (2013). Evaluating astronomy literacy of the general public. Astronomical Journal, August(9).
  • McMillan, J. H. (2000). Educational research: Fundamentals for the consumer. Longman.
  • Megahed, N. A. (2014). Augmented reality based-learning assistant for architectural education. International Journal on Advances in Education Research. 1, 35-50.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (2018). İlköğretim kurumları (İlkokullar ve ortaokullar) Fen Bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Primary education ,institutions (Primary and secondary schools) science course (3, 4, 5, 6, 7 and 8th grades) curriculum]. Ankara.
  • Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı (2010). Ortaöğretim Astronomi ve Uzay Bilimleri dersi öğretim programı (Secondary education Astronomy and Space sciences curriculum). Ankara.
  • Onur, M. (2021). Artırılmış gerçeklik ile desteklenen öğretimin, güneş sistemi ve ötesi ünitesinde öğrencilerin akademik başarılarına, öğrenmedeki kalıcılık düzeyine ve derse yönelik motivasyona etkisi [The effect of augmented reality-supported teaching on students' academic achievement, level of learning permanence, and learning motivation in the solar system and beyond unit]. (Tez No.704680). [Master Thesis, Mustafa Kemal University]. National Thesis Center.
  • Özeren, S. (2020). Artırılmış gerçeklik uygulamalarının ortaokul öğrencilerinin başarı ve motivasyonuna etkisi [The effects of augmented reality applications on the achievement and motivation levels of secondary school students]. (Tez No. 637685). [Master Thesis, Abant İzeet Baysal University]. National Thesis Center.
  • Pozharına, G. (2019). Yabancı dil olarak İngilizce akademik yazma derslerinde mobil artırılmış gerçeklik ile zenginleştirilmiş materyallerin öğrencilerin motivasyon ve tutum düzeyine etkileri [The effects of using mobile augmented reality integrated materials on students' motivation and attitude level in EFL academic writing classes]. (Tez No. 569334). [MasterThesis, İstanbul Aydın University], National Thesis Center.
  • Sarıca, R. (2019). Destekleme ve yetiştirme kurslarına (DYK) yönelik öğretmen görüşleri [Teachers’ opinions about supporting and training courses]. Milli Eğitim Dergisi, 48(221), 91-122.
  • Say, S., & Pan, V. (2017). The effect of instruction with augmented reality astronomy cards on 7th grade students’ attitudes towards astronomy and academic achievement. The Turkish Online Journal of Educational Technology (Special Issue for INTE 2017), 295-301.
  • Şahin, D., & Yılmaz, R. M. (2020). The effect of augmented reality technology on middle school students’ achievements and attitudes towards science education. Computers & Education, 144, 1-11.
  • Tandoğan, B. (2019). Özel amaçlı ingilizce öğretiminde artırılmış gerçeklik ile zenginleştirilmiş arcs model tabanlı öğretim materyallerinin öğrencilerin kelime başarısına ve motivasyonuna etkisinin incelenmesi [Investigating the effectiveness of ARCS based instructional materials enhanced with augmented reality on esp vocabulary achievement and motivation]. (Tez No. 573364). [Master Thesis, Orta Doğu Teknik University], National Thesis Center.
  • Tanik Önal, N., & Önal, N. (2021). The effect of augmented reality on the astronomy achievement and interest level of gifted students. Education and Information Technologies, 26, 4573-4599.
  • Tarng W., Lin Y-J., & Ou K-L. (2021). A virtual experiment for learning the principle of daniell cell based on augmented reality. Applied Sciences, 11(2), 762.
  • Tian, K., Endo, M., Urata, M., Mouri, K., & Yasuda, T. (2014). Lunar observation support system using smartphone AR for astronomy education. International Journal of Interactive Mobile Technologies, 8(1), 32-39.
There are 44 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Esra Benli Özdemir 0000-0002-2246-2420

Early Pub Date October 29, 2023
Publication Date November 30, 2023
Published in Issue Year 2023 Volume: 7 Issue: 3

Cite

APA Benli Özdemir, E. (2023). Investigation of the Effect of Augmented Reality Applications on Middle School Students’ Astronomy Literacy Levels. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(3), 684-705.

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