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Öz

This study investigated the perceptions of pre-service science teachers who viewed digital technology-generated dynamic visualizations such as animation, short-film and documentary throughout the teaching of atmosphere-related environmental problems (global warming, acid rain etc.) and renewable energy sources (energy of sun, wind, wave etc.). The working group consisted of 103 junior pre-service science teachers enrolled at a mid-size university in the west of Turkey and only 82 of those voluntarily participated in the treatment evaluation process. In the study, descriptive research design was used. “The scale of opinion about the use of dynamic visualizations” which had been revised from the previous version was used as quantitative data collection tool in the study involving quantitative and qualitative data collection tools. In addition, “the questionnaire of opinion about the use of dynamic visualizations” consisting of open-ended questions developed by the researchers was utilized to obtain in-depth data. The quantitative data were analyzed by using descriptive statistic while the qualitative data were analyzed through content analysis. The results of the analysis indicated that the pre-service science teachers overwhelmingly support the use of dynamic visualizations and believe that they enhance their learning experiences. However, according to the pre-service science teachers, using dynamic visualization in science classroom facilitates the understanding of concepts and also provides the retention of knowledge. Furthermore, the participants claimed that the lessons conducted with the help of dynamic visualizations were interesting, enjoyable, and motivating. Moreover, it was found that there was no difference between the female and male pre-service science teachers’ perceptions regarding the treatment. The findings of the study were discussed in terms of importance of the use of dynamic visualizations in science and environmental education

Anahtar Kelimeler

• Using dynamic visualization in science classrooms, animation, video, digital technology, science education, environmental education, teacher training SUMMARY

Fen Eğitiminde Dijital Teknoloji Ürünü Dinamik Görsel Kullanımı – Fen Bilgisi Öğretmen Adaylarının Algıları

Öz

Bu çalışmanın amacı, atmosfer ile ilgili çevre problemleri (küresel ısınma, asit yağmurları ve ozon tabakası delinmesi) ve bu problemlerin çözümünde kritik bir role sahip olan yenilenebilir enerji kaynaklarının öğretimi boyunca animasyon, kısa film ve belgesel gibi dijital teknoloji ürünü dinamik görselleri gözlemleyen fen bilgisi öğretmen adaylarının süreç ile ilgili algılarını belirlemektir. Bu temel amaçtan hareketle araştırmanın çalışma grubu, Türkiye’nin batısında bulunan orta büyüklükteki bir üniversitede öğrenim gören 103 üçüncü sınıf Fen Bilgisi Öğretmeni adayı olarak belirlenmiştir. Uygulama sonrası değerlendirme sürecine gönüllü olarak katılan 82 öğretmen adayının süreç ile ilgili görüşleri alınmıştır. Bu çalışmada betimsel araştırma deseni kullanılmıştır. Hem nicel hem de nitel veri toplama araçlarını bünyesinde barındıran bu araştırmada literatürden elde edilerek revize edilen “Dinamik Görsellerin Kullanımı Hakkında Görüş Ölçeği” nicel veri toplama aracı olarak, araştırmacılar tarafından geliştirilen ve açık uçlu sorulardan oluşan “Dinamik Görsellerin Kullanımı Hakkında Görüş Anketi” de daha derinlemesine bilgi toplamak için nitel veri toplama aracı olarak kullanılmıştır. Ölçekten elde edilen nicel veriler betimsel olarak analiz edilmiş ve sonuçlar frekans ve yüzde değeri olarak sunulmuştur. Anketten elde edilen nitel veriler ise içerik analizine tabi tutulmuştur. Çalışmanın sonuçları, fen bilgisi öğretmen adaylarının dinamik görsel kullanımını şiddetle desteklediklerini ve daha iyi öğrenmelerini sağladığına inandıklarını ortaya koymuştur. Aynı zamanda, fen bilgisi öğretmen adaylarının dinamik görseller ile yürütülen dersleri dikkat çekici, öğretici, motive edici, zevkli, somutlaştırıcı, kalıcı ve anlaşılır olarak nitelendirdikleri tespit edilmiştir. Ayrıca, kız ve erkek öğretmen adaylarının dinamik görseller ile yürütülen derslere yönelik düşüncelerinin birbirleriyle benzerlik taşıdığı sonucuna da ulaşılmıştır. Araştırmanın bulguları, fen ve çevre eğitiminde dinamik görsellerin yeri ve önemi açısından tartışılmıştır.

Anahtar Kelimeler

• Fen sınıflarında dinamik görsel kullanımı, animasyon, video, dijital teknoloji, fen eğitimi, çevre eğitimi, öğretmen eğitimi

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