Araştırma Makalesi
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Web 2.0 Destekli Biçimlendirici Değerlendirme Araçlarının (Kahoot Örneği) Fen Bilimleri ve Kimya Derslerinde Farklı Kademe ve Öğretim Şekillerinde Kullanımı

Yıl 2023, , 568 - 585, 27.10.2023
https://doi.org/10.54637/ebad.1370902

Öz

Bu çalışmada, bir araştırmacının web 2.0 destekli biçimlendirici değerlendirme araçlarından Kahoot un ortaokul 5. Sınıf fen bilimleri dersi (yüz-yüze), sınıf öğretmenliği bölümü kimya dersi (yüz-yüze), fen bilgisi öğretmenliği bölümü kimya dersi (uzaktan eğitim) kullanım süreci incelenmiştir. Çalışmada, amacı insan deneyimlerini inceleyen nitel araştırma yöntemlerinden olan fenomenoloji kullanılmıştır. Çalışmanın katılımcıları bir öğretim üyesi olan araştırmacı ve bir fen bilgisi öğretmenidir. Bu çalışmadan elde edilen sonuçlar, web 2.0 araçlarının etkili kullanılmasında, öğretmenin öğretim teknolojilerini kullanmaya yönelik tutumu, öğrenci özellikleri (rekabetten hoşlanma/hoşlanmama vb), öğretim şeklinin (yüz-yüze, uzaktan) önemli olduğunu ortaya koymuştur. Ayrıca öğretmenlerin ve öğrencilerin teknolojiye erişim konusunda maddi olarak desteğe ve etkili kullanma konusunda ise uygulamalı eğitimlere ihtiyaçları olduğu söylenebilir.

Kaynakça

  • Alawadhi, A.ve Abu-Ayyash, E. A.S. (2021). Students’ perceptions of Kahoot: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 26, 3629–3658. https://doi.org/10.1007/s10639-020-10425-8
  • Black, P. ve Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
  • Boston, C. (2019) "The Concept of Formative Assessment," Practical Assessment, Research, and Evaluation, 8(9), https://doi.org/10.7275/kmcq-dj31
  • Correia, M. ve Santos, R. (2017, November). Game-based learning: The use of Kahoot in teacher education. In 2017 International Symposium on Computers in Education (SIIE) (pp. 1-4). IEEE.
  • Curto Prieto, M., Orcos Palma, L., Blázquez Tobías, P. J. ve León, F. J. M. (2019). Student assessment of the use of Kahoot in the learning process of science and mathematics. Education Sciences, 9(1), 55. https://doi.org/10.3390/educsci9010055
  • Çekiç, A. ve Bakla, A. (2021). A review of digital formative assessment tools: Features and future directions. International Online Journal of Education and Teaching (IOJET), 8(3). 1459-1485.
  • Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12(4), 49-52.
  • Fuller, J. S. ve Dawson, K. M. (2017). Student response systems for formative assessment: Literature-based strategies and findings from a middle school implementation. Contemporary Educational Technology, 8(4), 370-389. http://dx.doi.org/10.30935/cedtech/6206
  • Fuster-Guilló, A., Pertegal-Felices, M. L., Jimeno-Morenilla, A., Azorín-López, J., Rico-Soliveres, M. L. ve Restrepo-Calle, F. (2019). Evaluating impact on motivation and academic performance of a game-based learning experience using Kahoot. Frontiers in Psychology, 10, 2843. https://doi.org/10.3389/fpsyg.2019.02843
  • Göksün, D. O. ve Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29. https://doi.org/10.1016/j.compedu.2019.02.015
  • Hart, D. (1994). Authentic assessment: A handbook for educators. Menlo Park, CA: Addison-Wesley.
  • İlhan, N., Güngör, H. ve Gülseven, E. (2022). Scale of attitudes towards online formative assessment: Teacher’ attitudes during COVID-19 Pandemic. International Journal of Educational Methodology, 8(2), 241-257. https://doi.org/10.12973/ijem.8.2.241
  • Kamble, A., Gauba, R., Desai, S. ve Golhar, D. (2021). Learners’ perception of the transition to instructor-led online learning environments: Facilitators and barriers during the COVID-19 pandemic. International Review of Research in Open and Distributed Learning, 22(1), 199-215. https://doi.org/10.19173/irrodl.v22i1.4971
  • Kaya-Capocci, S., O’Leary, M. ve Costello, E. (2022). Towards a framework to support the implementation of digital formative assessment in higher education. Education Sciences, 12(11), 823. https://doi.org/10.3390/educsci12110823
  • Kişin, M. ve İlhan, N. (2022). Öğretmen ve öğretmen adaylarının fen derslerindeki değerlendirme hakkındaki inanç ve uygulama düzeyleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 20-43. https://doi.org/10.17679/inuefd.1074979
  • Liu, O. L., Bridgeman, B. ve Adler, R. M. (2012). Measuring learning outcomes in higher education: Motivation matters. Educational Researcher, 41(9), 352-362. http://dx.doi.org/10.3102/0013189X12459679
  • Martínez-Jiménez, R., Pedrosa-Ortega, C., Licerán-Gutiérrez, A., Ruiz-Jiménez, M. C. ve García-Martí, E. (2021). Kahoot! As a tool to improve student academic performance in business management subjects. Sustainability, 13(5), 2969. https://doi.org/10.3390/su13052969
  • Mdlalose, N., Ramaila, S. ve Ramnarain, U. (2022). Using Kahoot! As a Formative Assessment Tool in Science Teacher Education. International Journal of Higher Education, 11(2), 43-51. https://doi.org/10.5430/ijhe.v11n2p43
  • Metin, M. ve Özmen, H. (2010). Biçimlendirici değerlendirmeye yönelik öğretmen adaylarının düşünceleri [Prospective teachers’ views about formative assessment]. Milli Eğitim, 187, 293-310. https://dergipark.org.tr/tr/download/article-file/442743
  • Remmi, F. ve Hashim, H. (2021). Primary school teachers’ usage and perception of online formative assessment tools in language assessment. International Journal of Academic Research in Progressive Education and Development, 10(1), 290-303. https://doi.org/10.6007/IJARPED/v10-i1/8846
  • Sheard, Mary Kathryn, Chambers, Bette ve Elliott, Louise (2012). Effects of technology-enhanced formative assessment on achievement in primary grammar. Report. Institute for Effective Education,York.
  • Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B. ve Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, https://doi.org/10.1016/j.ijer.2020.101602
  • Smith, A. ve Brauer, S. (2018). Use of Kahoot! Game for increased student motivation and understanding in a Thermodynamics course. ASEE Southeastern Section Conference.
  • Şad, S. N. ve Özer, N. (2019). Using Kahoot! as a gamified formative assessment tool: A case study, International Journal of Academic Research in Education, 5(1), 43-57. https://doi.org/10.17985/ijare.645584
  • Şahin, Y. L., Karadağ, N., Bozkurt, A., Doğan, E., Kılınç, H., Uğur, S., ... Güler, C. (2017). Uzaktan eğitimde oyunlaştırma kullanımı: oyunlaştırılmış web tabanlı bir alıştırma uygulaması. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(4), 372-395, https://doi.org/10.17569/tojqi.329742
  • Tekindal, M., ve Uğuz-Arsu, Ş. (2020). Nitel araştırma yöntemi olarak fenomenolojik yaklaşımın kapsamı ve sürecine yönelik bir derleme. Ufkun Ötesi Bilim Dergisi, 20(1), 153-172 Vonderwell, S. K. ve Boboc, M. (2013). Promoting formative assessment in online teaching and learning. TechTrends, 57, 22-27. https://doi.org/10.1007/s11528-013-0673-x
  • Yaşar, M.D. ve Sadi-Yılmaz, S. (2021), Use of web 2.0 tools as formative assessment and gamification tools in distance education: the case of kahoot and quizlet, V. Batdı, içinde New Trends and Scientifıc Researches in Education, 155-186. Ankara, Anı Yayıncılık.
  • Zainuddin, Z., Shujahat, M., Haruna, H. ve Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729, https://doi.org/10.1016/j.compedu.2019.103729
  • Zakia, A. (2019). The interactive of formative assessment through gamification tool of ‘Kahoot!’ in learning English. Thesis project statement (Doctoral Dissertation, State Islamic University). http://eprints.walisongo.ac.id/id/eprint/10908/1/1503046027.pdf

Use of Web 2.0 Supported Formative Assessment Tools (Kahoot Example) at Different Grade Levels and Teaching Methods in Science and Chemistry Courses

Yıl 2023, , 568 - 585, 27.10.2023
https://doi.org/10.54637/ebad.1370902

Öz

This study examined, the usage process of Kahoot which is one of the web 2.0 supported formative assessment tools, in the secondary school 5th-grade science course (face-to-face), primary school teaching department chemistry course (face-to-face), and science teaching department chemistry course (distance education). This study used Phenomenology, which is one of the qualitative research methods that examines human experiences. The participants of the study are a faculty member/a researcher, and a science teacher. The results obtained from this study revealed that the teacher's attitude towards using instructional technologies, student characteristics (like/dislike of competition, etc.), and the method of teaching (face-to-face, distance) are important in the effective use of web 2.0 tools. It can also be said that teachers and students need financial support in accessing technology and practical training in its effective use.

Kaynakça

  • Alawadhi, A.ve Abu-Ayyash, E. A.S. (2021). Students’ perceptions of Kahoot: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 26, 3629–3658. https://doi.org/10.1007/s10639-020-10425-8
  • Black, P. ve Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
  • Boston, C. (2019) "The Concept of Formative Assessment," Practical Assessment, Research, and Evaluation, 8(9), https://doi.org/10.7275/kmcq-dj31
  • Correia, M. ve Santos, R. (2017, November). Game-based learning: The use of Kahoot in teacher education. In 2017 International Symposium on Computers in Education (SIIE) (pp. 1-4). IEEE.
  • Curto Prieto, M., Orcos Palma, L., Blázquez Tobías, P. J. ve León, F. J. M. (2019). Student assessment of the use of Kahoot in the learning process of science and mathematics. Education Sciences, 9(1), 55. https://doi.org/10.3390/educsci9010055
  • Çekiç, A. ve Bakla, A. (2021). A review of digital formative assessment tools: Features and future directions. International Online Journal of Education and Teaching (IOJET), 8(3). 1459-1485.
  • Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12(4), 49-52.
  • Fuller, J. S. ve Dawson, K. M. (2017). Student response systems for formative assessment: Literature-based strategies and findings from a middle school implementation. Contemporary Educational Technology, 8(4), 370-389. http://dx.doi.org/10.30935/cedtech/6206
  • Fuster-Guilló, A., Pertegal-Felices, M. L., Jimeno-Morenilla, A., Azorín-López, J., Rico-Soliveres, M. L. ve Restrepo-Calle, F. (2019). Evaluating impact on motivation and academic performance of a game-based learning experience using Kahoot. Frontiers in Psychology, 10, 2843. https://doi.org/10.3389/fpsyg.2019.02843
  • Göksün, D. O. ve Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15-29. https://doi.org/10.1016/j.compedu.2019.02.015
  • Hart, D. (1994). Authentic assessment: A handbook for educators. Menlo Park, CA: Addison-Wesley.
  • İlhan, N., Güngör, H. ve Gülseven, E. (2022). Scale of attitudes towards online formative assessment: Teacher’ attitudes during COVID-19 Pandemic. International Journal of Educational Methodology, 8(2), 241-257. https://doi.org/10.12973/ijem.8.2.241
  • Kamble, A., Gauba, R., Desai, S. ve Golhar, D. (2021). Learners’ perception of the transition to instructor-led online learning environments: Facilitators and barriers during the COVID-19 pandemic. International Review of Research in Open and Distributed Learning, 22(1), 199-215. https://doi.org/10.19173/irrodl.v22i1.4971
  • Kaya-Capocci, S., O’Leary, M. ve Costello, E. (2022). Towards a framework to support the implementation of digital formative assessment in higher education. Education Sciences, 12(11), 823. https://doi.org/10.3390/educsci12110823
  • Kişin, M. ve İlhan, N. (2022). Öğretmen ve öğretmen adaylarının fen derslerindeki değerlendirme hakkındaki inanç ve uygulama düzeyleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 23(1), 20-43. https://doi.org/10.17679/inuefd.1074979
  • Liu, O. L., Bridgeman, B. ve Adler, R. M. (2012). Measuring learning outcomes in higher education: Motivation matters. Educational Researcher, 41(9), 352-362. http://dx.doi.org/10.3102/0013189X12459679
  • Martínez-Jiménez, R., Pedrosa-Ortega, C., Licerán-Gutiérrez, A., Ruiz-Jiménez, M. C. ve García-Martí, E. (2021). Kahoot! As a tool to improve student academic performance in business management subjects. Sustainability, 13(5), 2969. https://doi.org/10.3390/su13052969
  • Mdlalose, N., Ramaila, S. ve Ramnarain, U. (2022). Using Kahoot! As a Formative Assessment Tool in Science Teacher Education. International Journal of Higher Education, 11(2), 43-51. https://doi.org/10.5430/ijhe.v11n2p43
  • Metin, M. ve Özmen, H. (2010). Biçimlendirici değerlendirmeye yönelik öğretmen adaylarının düşünceleri [Prospective teachers’ views about formative assessment]. Milli Eğitim, 187, 293-310. https://dergipark.org.tr/tr/download/article-file/442743
  • Remmi, F. ve Hashim, H. (2021). Primary school teachers’ usage and perception of online formative assessment tools in language assessment. International Journal of Academic Research in Progressive Education and Development, 10(1), 290-303. https://doi.org/10.6007/IJARPED/v10-i1/8846
  • Sheard, Mary Kathryn, Chambers, Bette ve Elliott, Louise (2012). Effects of technology-enhanced formative assessment on achievement in primary grammar. Report. Institute for Effective Education,York.
  • Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B. ve Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, https://doi.org/10.1016/j.ijer.2020.101602
  • Smith, A. ve Brauer, S. (2018). Use of Kahoot! Game for increased student motivation and understanding in a Thermodynamics course. ASEE Southeastern Section Conference.
  • Şad, S. N. ve Özer, N. (2019). Using Kahoot! as a gamified formative assessment tool: A case study, International Journal of Academic Research in Education, 5(1), 43-57. https://doi.org/10.17985/ijare.645584
  • Şahin, Y. L., Karadağ, N., Bozkurt, A., Doğan, E., Kılınç, H., Uğur, S., ... Güler, C. (2017). Uzaktan eğitimde oyunlaştırma kullanımı: oyunlaştırılmış web tabanlı bir alıştırma uygulaması. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(4), 372-395, https://doi.org/10.17569/tojqi.329742
  • Tekindal, M., ve Uğuz-Arsu, Ş. (2020). Nitel araştırma yöntemi olarak fenomenolojik yaklaşımın kapsamı ve sürecine yönelik bir derleme. Ufkun Ötesi Bilim Dergisi, 20(1), 153-172 Vonderwell, S. K. ve Boboc, M. (2013). Promoting formative assessment in online teaching and learning. TechTrends, 57, 22-27. https://doi.org/10.1007/s11528-013-0673-x
  • Yaşar, M.D. ve Sadi-Yılmaz, S. (2021), Use of web 2.0 tools as formative assessment and gamification tools in distance education: the case of kahoot and quizlet, V. Batdı, içinde New Trends and Scientifıc Researches in Education, 155-186. Ankara, Anı Yayıncılık.
  • Zainuddin, Z., Shujahat, M., Haruna, H. ve Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729, https://doi.org/10.1016/j.compedu.2019.103729
  • Zakia, A. (2019). The interactive of formative assessment through gamification tool of ‘Kahoot!’ in learning English. Thesis project statement (Doctoral Dissertation, State Islamic University). http://eprints.walisongo.ac.id/id/eprint/10908/1/1503046027.pdf
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri (Diğer), Öğrenme, Motivasyon ve Duygu
Bölüm Araştırma Makaleleri
Yazarlar

Sibel Sadi Yılmaz 0000-0001-7034-4472

Yayımlanma Tarihi 27 Ekim 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Sadi Yılmaz, S. (2023). Web 2.0 Destekli Biçimlendirici Değerlendirme Araçlarının (Kahoot Örneği) Fen Bilimleri ve Kimya Derslerinde Farklı Kademe ve Öğretim Şekillerinde Kullanımı. Eğitim Bilim Ve Araştırma Dergisi, 4(2), 568-585. https://doi.org/10.54637/ebad.1370902



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