Guidance Materials Enhanced with Digital Content to Understand the Characteristics of Birds and Student Opinions

Year 2023, Volume: 7 Issue: 15, 817 - 830, 21.10.2023

Mustafa Nizam , Fulya Öner Armağan

https://doi.org/10.31458/iejes.1351360

Abstract

The purpose of this research is to develop guide materials on "Features of Birds", to apply the materials and to get students' opinions about the materials. The participants of the study consisted of 28 students studying in the 5th grade of a public secondary school in the 2022-2023 academic year. In the study, the development and application processes of the guide materials used are explain in detail. After the application, an interview form consisting of five questions was applied to 28 students in order to get the opinions of the students about the guide materials. Descriptive analysis was used to analyze the interviews. As a result of the research; It was determined that the guide materials enriched with digital contents increased the students' interest in the subjects, aroused curiosity, they learned by having fun, and they wanted similar applications in other subjects.

Keywords

Augmented reality, coding, concept cartoon, features of birds

References

• Antarktika'nın gözyaşları - ön seyir - penguenlerin zorlu yaşamı [Tears of Antarctica - preliminary cruise - the hard life of penguins]. (2023, 8 January). [Video]. Retrivied from https://www.youtube.com/watch?v=SgbKoVEe5bk
• Atasoy, S., Toksoy, S. E., & Calik, M. (2020). Identifying pre-service teachers' ınitial ımpressions of the concept cartoons in the school corridors and ınformal physics learning. Journal of Baltic Science Education, 19(1), 25-35.
• Büyükuslu, F. (2017). Z kuşağının iş yaşamından beklentileri konusunda bir araştırma. [A research on the expectations of the business life of Z generation ].Unpublished master’s thesis. Bahçeşehir University.
• Chen, S. H. & Ku, C. H. (1998). Aboriginal children’s alternative conceptions of animals and animal classification. Proceedings of the national science council part D: Mathematics, Science and Technology Education, 8(2), 55–67.
• Corbin, J., & Strauss, A. (2007). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage. Organizational Research Methods.
• Çardak, O. (2009). Science students’ misconceptions about birds. Scientific Research and Essay, 4(12), 1518-1522.
• Çetinkaya, M. & Taş, E. (2018). Etkinlik temelli web materyalinin 6. sınıf “vücudumuzda sistemler” ünitesindeki kavram yanılgılarının giderilmesine etkisi. [The effect of activity based web material on eliminating the misconceptions in 6th grade “systems in our body” unit] International e-Journal of Educational Studies (IEJES), 2 (4), 92-113
• Çita deve kuşunu avlıyor [Cheetah preying on ostrich]. (2023, 8 January). [Video]. Retrivied from https://www.youtube.com/watch?v=gqU3Rxpfdbw
• Dewey, J. (1996). Demokrasi ve eğitim [Democracy and education] (Çev. M. S. Otaran). (Editor. M. S. Otaran). İstanbul: Başarı Yayınları.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. (2012). How to design and evaluate research in education. NY: McGraw Hill.
• Han, J., Jo, M., Hyun, E., & So, H. J. (2015). Examining young children’s perception toward augmented reality-infused dramatic play. Educational Technology Research and Development, 63(3), 455-474.
• İşçi, T.G. & Yazıcı, K. (2023). The effect of the use of the flipped learning model in the social studies course on the students’ academic success and higher-order thinking skills. International e-Journal of Educational Studies, 7 (13), 46-64. https://doi.org/10.31458/iejes.1216865
• Kaçar, S., Ormancı, Ü., Özcan, E., & Balım, A. G. (2020). Concept cartoon samples integrated into problem based learning in a science course. Journal of Inquiry Based Activities, 10(2), 127-145.
• Kızılaslan, A., Aslan, C., Karakoç, T., & Kapucu, S. (2022). Teaching sound ınsulation to students with visual ımpairment with the 5e ınstructional model. Journal of Inquiry Based Activities, 12(2), 140-158.
• Kubiatko, M., Usak, M., & Pecusova, E. (2011). Elementary school pupils’ knowledge and misconceptions about birds. Eurasian Journal of Educational Research, 43, 163-181.
• Lee, S. S., & Fraser, B. J. (2000, June). The constructivist learning environment of science classrooms in Korea. The annual meeting of the Australasian Science Education Research Association, Western Australia.
• Merriam, S. B. & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons. 
• Ministry of National Education (2018). Science curriculum (primary and middle school 3, 4, 5, 6, 7 and 8th grades). http://mufredat.meb.gov.tr/Dosyalar/201812312311937FEN%20BİLİMLERİ%20ÖĞRETİM%20PROGRAMI2018.pdf
• Norfarah, N., Mohd Ali, S., & Chong, L. Y. (2019). Concept cartoon: A constructivist strategy to enhance positive attitude towards Science in Malaysia: An ANCOVA Repeated Measures Approach. International Journal of Education, Psychology and Counseling, 4(27), 28-40.
• Özdemir, G., & Çalışkan, İ. (2018). Ortaokul 5. ve 6. sınıf öğrencilerinin “omurgalı ve omurgasız hayvanların sınıflandırılması” konusuna ilişkin kavram yanılgıları [Misconceptions of the 5th and 6th grade students of secondary school about the classification of vertebrate and invertebrate animals] İlköğretim Online, 17(2), 658-674.
• Sırakaya, M. (2018). Kodlama eğitimine yönelik öğrenci görüşleri [Student views on coding training]. Ondokuz Mayis University Journal of Education Faculty, 37(2), 79-90.
• Stec, M., Smith, C., & Jacox, E. (2020). Technology enhanced teaching and learning: Exploration of faculty adaptation to iPad delivered curriculum. Technology, Knowledge and Learning, 25, 651-665.
• Trowbridge, J. E. & Mintzes, J. (1985). Students’ alternative conceptions of animals and animal classification. School Science and Mathematics, 85(4), 304-316.
• Ural Keleş, P., Çepni, S., Aydin, S., & Haşıloğlu, M. A. (2011). The effect of conceptual change texts on eliminating the misconceptions of K5 students’ alternative views about the birds. Procedia-Social and Behavioral Sciences, 28, 1061-1071.
• Varinlioğlu, S., Öner Armağan, F., & Bektaş, O. (2022). Guidance material development for the topic of evaporation and boiling and students’ views. Journal of Inquiry Based Activities, 12 (1), 29-50.
• Yarasalar ve sıradışı özellikleri [Bats and their unusal features] (2023, 8 january). [Video]. retrivied from.https://www.youtube.com/watch?v=QeiI2KVlCqc
• Yazıcıoğlu, S., & Çavuş Güngören, S. (2021). Game-based activities related to light and sound unit and students’ views. Journal of Inquiry Based Activities, 11(1), 51-68.
• Yen, C. F., Yao, T. W., & Mintzes, J. J. (2007). Taiwanese students’ alternative conceptions of animal biodiversity. International Journal of Science Education, 29(4), 535-553.
• Yin, R. K. (2009). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: Sage.
• Zhang, J., Sung, Y. T., Hou, H. T., & Chang, K. E. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73, 178-188