Contribution of digital storytelling to creative thinking skills

Year 2021, , 297 - 318, 31.10.2021

Nesime Ertan Özen , Erol Duran

https://doi.org/10.19128/turje.909865

Cited By: 3

Abstract

The aim of this study is to reveal the contribution of digital storytelling to the creative thinking skills of middle school seventh grade students. The study was designed as a mixed method research. The data were obtained from the digital stories created by the students through block-based coding, video recordings and student interviews. According to the findings, it was found that there are developments in fluency, originality, imagination, analytical thinking, different perspective, media elements and content dimensions. Similarly, it was found that there was an increase in the permanence test score average. The students stated that they found digital storytelling activities fun, they improved in different perspectives of critical thinking, multimedia elements made the stories attractive and the story elements were more easily noticed. It was stated that digital storytelling activities had a positive effect on Turkish lesson. During the process, student interactions in the classroom developed and they became more eager to participate in the digital storytelling process. These results show that digital storytelling contributes to creative thinking skills.

Keywords

Creative thinking skill, Digital story, Programming skill, Story, Turkish language education

Dijital hikâye oluşturmanın yaratıcı düşünme becerisine katkısı

Abstract

Araştırmanın amacı dijital hikâye oluşturmanın ortaokul 7. sınıf öğrencilerinin yaratıcı düşünme becerisine katkısını ortaya koymaktır. Bu çalışma karma yöntem olarak tasarlanmıştır. Çalışmanın verileri öğrencilerin blok kodlama yoluyla oluşturdukları dijital hikâyelerden, süreçte yapılan video kayıtlarından ve uygulama sonunda gerçekleştirilen öğrenci görüşmelerinden elde edilmiştir. Yapılan analiz sonucu elde edilen bulgulara göre akıcılık, özgünlük, hayal gücü, analitik düşünme, farklı bakış açısı, medya unsurları ve içerik boyutlarında hikâyelerden elde edilen ortalama puanlarda gelişme olduğu görülmüştür. Benzer şekilde kalıcılık testi puan ortalamasında artış olduğu belirlenmiştir. Yarı yapılandırılmış görüşmelerden elde edilen bulgulara göre öğrenciler genel anlamda dijital hikâye oluşturma etkinliklerini eğlenceli bulduklarını, yaratıcı düşünmenin farklı boyutlarında gelişme gösterdiklerini, çoklu ortam ögelerinin hikâyeyi güzelleştirdiğini, hikâye unsurlarının daha kolay fark edildiğini belirtmişlerdir. Dijital hikâye oluşturma etkinliklerinin Türkçe dersi üzerinde olumlu etkisinin olduğu belirtilmiştir. Süreç içerisinde sınıfta öğrencilerin etkileşimleri gelişmiş, dijital hikâye oluşturma sürecine katılma istekleri artmıştır. Elde edilen bu sonuçlar dijital hikâye anlatımının yaratıcı düşünme becerisine katkısı olduğunu göstermektedir.

Keywords

Dijital hikâye, Hikâye, Programlama becerisi, Türkçe eğitimi, Yaratıcı düşünme becerisi

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