Araştırma Makalesi
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Yıl 2020, Cilt 6, Sayı 2, 134 - 147, 01.04.2020
https://doi.org/10.21891/jeseh.703492

Öz

Kaynakça

  • Akbaş, O., Canoğlu, S. N., & Ceylan, M. (2015). Eğitsel kısa film ve videoları yeniden düşünmek: Eğitsel kısa film ve video yarışmasına ilişkin bir değerlendirme. [Re-thinking educational short films and videos: An evaluation of educational short films and video competitions]. Kuramsal Eğitim Bilim Dergisi, 8(2), 282-296.
  • Akridge, J. R. & Balkanski, M. (1990). Technology and physics of thin film ınsertion compounds. (Ed: Julien, C. & Balkanski, M.). Solid State Microbatteries. New York: Plenum Press.
  • Alım, M. (2006). Avrupa Birliği üyelik sürecinde Türkiye’de çevre ve ilköğretimde çevre eğitimi. [Environment and environmental education in primary school in Turkey within the process of the membership of European Union]. Kastamonu Eğitim Fakültesi Dergisi, 14(2), 599-616.
  • Anderson, D. R., Huston, A. C., Schmitt, K. L., Linebarger, D. L., & Wright, J. C. (2001). Early childhood television viewing and adolescent behavior. Monographs of the Society for Research in Child Development, 66(1), 1-147.
  • Arkonaç, S. (2001). Sosyal psikoloji [Social psychology]. İstanbul: Alfa Basım Yayım Dağıtım Ltd.
  • Atasoy, E. (2005). Çevre için eğitim: ilköğretim öğrencilerinin çevresel tutum ve çevre bilgisi üzerine bir çalışma [Environmantal education: A study for elementary school students' environmental attitude and knowledge]. Doktora Tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü, Bursa.
  • Barbas, A. T., Paraskevopaulos, S., & Stamou, G. A. (2007). The effect of nature documentaries on students’ environmental sensitivity a case study. Learning Media and Technology, 3(1), 61-69.
  • Barnett, M., Wagner, H., Gatling, A., Anderson, J., Houle, M., & Kafka A. (2006). The impact of science fiction film on student understanding of science, Journal of Science Education and Technology, 15(2) 179-190.
  • Beuscher E, Roebers C. M., & Schneider, W. (2005). Children's memory for educational television programs. Psychologıe in Erzıehung Und Unterrıcht, 52(1), 51-65.
  • Birkök, M. C. (2008). Bir toplumsallaştırma aracı olarak eğitimde alternatif medya kullanımı: Sinema filmleri. [Alternate media usage in education as a socialization tool: movies]. Uluslararası İnsan Bilimleri Dergisi, 5(2), 1-12.
  • Bruner, J. (2008). Eğitim süreci [The process of education]. (Trans: T. Öztürk) Ankara: Pegem Yayıncılık.
  • Butler, A. C., Zaromb, F., Lyle, K. B., & Roediger, H. L., (2009). Using popular films to enhance classroom learning: The good, the bad, and the interesting. Psychological Science, 20, 1161–1168.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara: Pegem Yayıncılık.
  • Cavanaugh, T. W. & Cavanaugh, C. (1996, October). Learning science with science fiction films. The annual meeting of Florida Association of Science Teachers, Key West, FL.
  • Cavanaugh, T.W. & Cavanaugh, C. (2004). Teach science with science fiction films: a guide for teachers and library media specialist. Ohio: Linworth Publishing, Inc.
  • Cebeci, Z. (2003). Öğrenim nesnelerine giriş [Introduction to learning objects]. Elektronik Sosyal Bilimler Dergisi. 6, 1-6.
  • Cömert, H. (2011). Çevre sorunları ve etkileri konusundaki işbirlikli öğrenme etkinliklerinin öğrencilerin bilgi, tutum ve davranışlarına etkisi [The effects of cooperative learning activities related to environmental problems and its effects on students? knowledge, attitudes and behaviour]. Yüksek Lisans Tezi. İstanbul Üniversitesi, Fen Bilimleri Enstitüsü, İstanbul.
  • Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education.
  • Çemrek, F., Anılan, B., Anılan, H., Balbağ, M. Z., & Görgülü, A. (2005, September). The reflection of the science fiction films on the teachers’ success in science classes. XIV. National Education Science Congress, Pamukkale University Faculty of Education, Denizli.
  • Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. Trabzon: Celepler Matbaacılık.
  • Demircioğlu, İ. H. (2007). Tarih öğretiminde filmlerin yeri ve önemi [Place and importance of films in history teaching]. Bilig Yaz Dergisi, 35(1), 27-37.
  • Demirkuş, N., Bozkurt, T., & Gülen, S. (2017). Popüler çevre kavramlarının eğitiminde görsel materyal geliştirme çalışması. [The study of development visual material in education on popular environmental concepts]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18, 145-157.
  • Depover, C., Giardina, M., & Marton, P. (1998). Les environnements d’apprentissage multimédia. Paris: L’Harmattan.
  • Doğan, M. (1997). Türkiye ulusal çevre stratejisi ve eylem planı eğitim ve katılım grubu raporu [Turkey national environmental strategy and action plan for education and participation in group report]. Ankara: DPT Müsteşarlığı ve Türkiye Çevre Vakfı.
  • Eren, E. (2001). Örgütsel davranış ve yönetim psikolojisi[Organizational behavior and management psychology]. İstanbul: Beta Yayınları.
  • Frank, S. (2003). Reel reality: science consultants in Hollywood. Science as Culture 12(4), 427–443.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research and education. (pp. 107-280). New York: Mcgraw-Hill.
  • George, D. & Mallery, P. (2003). SPSS for Windows step by step: a simple guide and reference. Boston: Allyn & Bacon.
  • Gregg, V., Hosley, C. A. Weng, A., & Montemayor R. (1995). Using feature films to promote. Active learning in the college classroom. Retrieved 28.03.2018, from the https://files.eric.ed.gov/fulltext/ED389367.pdf
  • Güven-Yıldırım, E. (2015). Science teacher candidates’ portraits of science teaching as a profession by using the characters in the movie “3 Idiots”. Educational Sciences: Theory & Practice, 15(5), 1363-1372.
  • Güven-Yıldırım, Köklükaya, N. & Selvi, M. (2015). Öğretim materyali olarak 3- idiot filmi ile öğretmen adaylarının günlük hayatta fenin kullanımı ve eğitimde aile rolü üzerine görüşlerinin belirlenmesi. [Determination of candidates teachers’ opinions on science in everyday life and family role in process of education with 3-Idiots movie as a teaching material]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5 (2), 94-105.
  • Güven, E. (2011). Çevre eğitiminde tahmin gözlem açıklama destekli proje tabanlı öğrenme yönteminin farklı değişkenler üzerine etkisi ve yönteme ilişkin öğrenci görüşleri.[The effect of project based learning method supported by prediction- observation- explanation on different variations in environmental education and students’ views concerning this method]. Doktora tezi Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Hébert, S. & Peretz, I. (1997). Recognition of music in long-term memory: Are melodic and temporal patterns equal partners? Memory and Cognition, 25(4), 518-533.
  • İnce-Yakar, H. G. (2013). Sinema filmlerinin eğitim amaçlı kullanımı: Tarihsel bir değerlendirme. [Educational use of cinema films: a historical assessment]. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 19(1), 21-36.
  • Kağıtçıbaşı, Ç. (2010). Günümüzde insan ve insanlar [Today’s person and people]. İstanbul: Evrim Yayınevi.
  • Kahyaoğlu, M. (2009). Öğretmen adaylarının fen ve teknoloji dersinde çevresel problemlerin öğretimine yönelik bakış açıları, hazır bulunuşlukları ve öz-yeterliliklerinin belirlenmesi [Perspectives, readiness and self-efficacy of pre-service teachers related to teaching environmental problems in the context of science and technology education]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9(17), 28- 40.
  • Kaşkaya, A., Ünlü, İ., Akar S., & Özturan-Sağırlı, M. (2011). The effect of school and teacher themed movies on pre-service teachers' professional attitudes and perceived self-efficacy. Educational Sciences: Theory & Practice, 11(4), 1765-1783.
  • Koşar, E. & Yüksel, S. (2005). Öğretim teknolojileri ve materyal geliştirme [Instructional technologies and material development]. Ankara: Öğreti Yayınevi.
  • Köklü, N., Büyüköztürk, Ş., & Çokluk, Bökeoğlu, Ö. (2006). Sosyal bilimler için istatistik [Statistics for social sciences]. Ankara: Pegem Yayıncılık.
  • Köklükaya, N. (2014). The determination of opinions of pre-service science teachers on the curriculum of science courses on the basis of the 3-Idiots movie. Journal of Baltic Science Education,14(3), 366-378.
  • Laprise, S. & Winrich, C. (2010). The impact of science fiction films on student interest in science. Journal of College Science Teaching, 4(2), 45-49.
  • Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22(140), 5-55.
  • Linebarger, D. L., Kosanic, A. Z., Greenwood, C. R., & Doku, N. S. (2004). Effects of viewing the television program “Between the Lions” on the emergent literacy skills of young children. Journal of Educational Psychology, 96(2), 297−308.
  • McCormick, P. (2007). Film school: Teacher-student relationships in movies can be inspirational or downright creepy. But as catholics it’s up to us to help each other learn and grow. Retrieved 14.02.2018, from the http://www.thefreelibrary.com/Film+school%3a+teacherstudent+relationships+in+movies+ can+be...-a0162470179
  • McMillan, J. H. & Schumacher, S. (2010). Researching education, evidence-based inquiry. Boston, MA: Pearson Education Inc.
  • Michel, E., Roebers, C., M., & Schneider, W. (2007). Educational films in the classroom: increasing the benefit. Learning and Instruction, 17(2), 172-183.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: an expande sourcebook. Thousand Oaks, CA: Sage.
  • Milli Eğitim Bakanlığı (MEB: Ministry of Education). (2015). Ortaokul çevre eğitimi dersi öğretim programı. Ankara.
  • Milli Eğitim Bakanlığı (MEB: Ministry of Education). (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3,4,5,6,7 ve 8. sınıflar) öğretim programı. Ankara.
  • Milli Eğitim Bakanlığı (MEB: Ministry of Education). (2018). Ortaöğretim biyoloji dersi (9,10,11 ve 12. sınıflar) öğretim programı. Ankara.
  • Osborne, L. (2002). Clip art: Theorizing the Shakespeare film clip. Shakespeare Quarterly, 53(2), 227-240.
  • Pekdağ, B. & Le Marechal, J. F. (2007b). Memorisation of information from scientific movies. (Eds: R. Pinto and D. Couso.). Contributions from science education research. Dordrecht, The Netherlands: Springer.
  • Pekdağ, B. (2005). Fen eğitiminde bilgi ve iletişim teknolojileri [Information and communication technologies in science education]. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 7(2), 86-94.
  • Pekdağ, B. & Le Marechal, J. (2007a). Bilimsel filmlerin hazırlanması [Preparation of scientific films]. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED), 1(1), 57-84.
  • Peraya, D. (1998). Image(s) et cognition. Recherche en Communication, 10, 7-19.
  • Polsani, P. R. (2003). Use and a buse of reusable learning objects. Journal of Digital Information, 3(4), 76-84.
  • Rice, M. L., Huston, A. C., Truglio, R., & Wright, J. C. (1990). Words from Sesame Street: learning vocabulary while viewing. Developmental Psychology, 26,421−428.
  • Robles, A. (1997). La video comme support didactique en physique. PhD thesis. Universite Claude Bernard Lyon I, Lyon.
  • Saraç, H. (2012). Yabancı dil öğretimi sürecinde sanatsal filmler [Artistic films in the process of foreign language teaching]. İdil Sanat ve Dil Dergisi, 1(4), 27-42.
  • Selanik-Ay, T. (2010). Sosyal bilgiler dersinde çevre bilinci kazandırmada medya ürünlerinden yararlanmaya ilişkin öğrenci görüşleri. [Social studies course student views on environmental awareness gaining media products to exploit]. Uluslararası Avrasya Sosyal Bilimler Dergisi, 1(1), 76-93.
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  • Takmaz, S., Yılmaz, M. & Kalpaklı, F. (2018). Doğa ve çevre eğitimi için öğretim materyali olarak Avatar filmi. [Avatar as an instructional material in environmental training/education]. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 30, 249- 263.
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  • Walker, T. R. (2006). Historical literacy: reading history through film. The Social Studies, 97(1), 30-34.
  • Watts, R. (2007). Harnessing the power of film in the primary classroom. Literacy, 41(2), 102- 109.
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  • Wiley, D. A. (2002). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. Retrieved 31.03.2018, from the http://www.reusability.org/read/chapters/wiley.doc.
  • Woelders, A. (2007). It makes you think more when you watch things: scaffolding for historical inquiry using film in the middle school classroom. The Social Studies, 98(4), 145-152.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayınları.

Use of Educational Films in Environmental Education as a Digital Learning Object

Yıl 2020, Cilt 6, Sayı 2, 134 - 147, 01.04.2020
https://doi.org/10.21891/jeseh.703492

Öz

The purpose of this study is to investigate the effects of educational movies that are used in teaching the chapter of Mystery of Earth Crust / Earth and Universe on the environment-related knowledge levels and attitudes of students. Another purpose of the study is to find out about the views of students in the experiment. As a result of the study, the knowledge test mean scores of the students after the implementation significantly differed between the groups in favor of the experiment group. Another finding in this study, no significant difference was found between the groups in terms of their mean post-test attitude scores before the implementation. For the first question, the students stated that the Mystery of Earth Crust / Earth and Universe chapter was distinct from other chapters because of some differences. For the second question, the students stated that they learned the definition, reasons, effects and types of environmental pollution, gained awareness and responsibility about the environment, learned about behaviors towards preventing environmental pollution and developed an attitude towards environmental pollution. Additionally, with the third question the students’ emphasized educational movies had significant benefits for both individual outcomes and the instruction process.

Kaynakça

  • Akbaş, O., Canoğlu, S. N., & Ceylan, M. (2015). Eğitsel kısa film ve videoları yeniden düşünmek: Eğitsel kısa film ve video yarışmasına ilişkin bir değerlendirme. [Re-thinking educational short films and videos: An evaluation of educational short films and video competitions]. Kuramsal Eğitim Bilim Dergisi, 8(2), 282-296.
  • Akridge, J. R. & Balkanski, M. (1990). Technology and physics of thin film ınsertion compounds. (Ed: Julien, C. & Balkanski, M.). Solid State Microbatteries. New York: Plenum Press.
  • Alım, M. (2006). Avrupa Birliği üyelik sürecinde Türkiye’de çevre ve ilköğretimde çevre eğitimi. [Environment and environmental education in primary school in Turkey within the process of the membership of European Union]. Kastamonu Eğitim Fakültesi Dergisi, 14(2), 599-616.
  • Anderson, D. R., Huston, A. C., Schmitt, K. L., Linebarger, D. L., & Wright, J. C. (2001). Early childhood television viewing and adolescent behavior. Monographs of the Society for Research in Child Development, 66(1), 1-147.
  • Arkonaç, S. (2001). Sosyal psikoloji [Social psychology]. İstanbul: Alfa Basım Yayım Dağıtım Ltd.
  • Atasoy, E. (2005). Çevre için eğitim: ilköğretim öğrencilerinin çevresel tutum ve çevre bilgisi üzerine bir çalışma [Environmantal education: A study for elementary school students' environmental attitude and knowledge]. Doktora Tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü, Bursa.
  • Barbas, A. T., Paraskevopaulos, S., & Stamou, G. A. (2007). The effect of nature documentaries on students’ environmental sensitivity a case study. Learning Media and Technology, 3(1), 61-69.
  • Barnett, M., Wagner, H., Gatling, A., Anderson, J., Houle, M., & Kafka A. (2006). The impact of science fiction film on student understanding of science, Journal of Science Education and Technology, 15(2) 179-190.
  • Beuscher E, Roebers C. M., & Schneider, W. (2005). Children's memory for educational television programs. Psychologıe in Erzıehung Und Unterrıcht, 52(1), 51-65.
  • Birkök, M. C. (2008). Bir toplumsallaştırma aracı olarak eğitimde alternatif medya kullanımı: Sinema filmleri. [Alternate media usage in education as a socialization tool: movies]. Uluslararası İnsan Bilimleri Dergisi, 5(2), 1-12.
  • Bruner, J. (2008). Eğitim süreci [The process of education]. (Trans: T. Öztürk) Ankara: Pegem Yayıncılık.
  • Butler, A. C., Zaromb, F., Lyle, K. B., & Roediger, H. L., (2009). Using popular films to enhance classroom learning: The good, the bad, and the interesting. Psychological Science, 20, 1161–1168.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara: Pegem Yayıncılık.
  • Cavanaugh, T. W. & Cavanaugh, C. (1996, October). Learning science with science fiction films. The annual meeting of Florida Association of Science Teachers, Key West, FL.
  • Cavanaugh, T.W. & Cavanaugh, C. (2004). Teach science with science fiction films: a guide for teachers and library media specialist. Ohio: Linworth Publishing, Inc.
  • Cebeci, Z. (2003). Öğrenim nesnelerine giriş [Introduction to learning objects]. Elektronik Sosyal Bilimler Dergisi. 6, 1-6.
  • Cömert, H. (2011). Çevre sorunları ve etkileri konusundaki işbirlikli öğrenme etkinliklerinin öğrencilerin bilgi, tutum ve davranışlarına etkisi [The effects of cooperative learning activities related to environmental problems and its effects on students? knowledge, attitudes and behaviour]. Yüksek Lisans Tezi. İstanbul Üniversitesi, Fen Bilimleri Enstitüsü, İstanbul.
  • Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education.
  • Çemrek, F., Anılan, B., Anılan, H., Balbağ, M. Z., & Görgülü, A. (2005, September). The reflection of the science fiction films on the teachers’ success in science classes. XIV. National Education Science Congress, Pamukkale University Faculty of Education, Denizli.
  • Çepni, S. (2007). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. Trabzon: Celepler Matbaacılık.
  • Demircioğlu, İ. H. (2007). Tarih öğretiminde filmlerin yeri ve önemi [Place and importance of films in history teaching]. Bilig Yaz Dergisi, 35(1), 27-37.
  • Demirkuş, N., Bozkurt, T., & Gülen, S. (2017). Popüler çevre kavramlarının eğitiminde görsel materyal geliştirme çalışması. [The study of development visual material in education on popular environmental concepts]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 18, 145-157.
  • Depover, C., Giardina, M., & Marton, P. (1998). Les environnements d’apprentissage multimédia. Paris: L’Harmattan.
  • Doğan, M. (1997). Türkiye ulusal çevre stratejisi ve eylem planı eğitim ve katılım grubu raporu [Turkey national environmental strategy and action plan for education and participation in group report]. Ankara: DPT Müsteşarlığı ve Türkiye Çevre Vakfı.
  • Eren, E. (2001). Örgütsel davranış ve yönetim psikolojisi[Organizational behavior and management psychology]. İstanbul: Beta Yayınları.
  • Frank, S. (2003). Reel reality: science consultants in Hollywood. Science as Culture 12(4), 427–443.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research and education. (pp. 107-280). New York: Mcgraw-Hill.
  • George, D. & Mallery, P. (2003). SPSS for Windows step by step: a simple guide and reference. Boston: Allyn & Bacon.
  • Gregg, V., Hosley, C. A. Weng, A., & Montemayor R. (1995). Using feature films to promote. Active learning in the college classroom. Retrieved 28.03.2018, from the https://files.eric.ed.gov/fulltext/ED389367.pdf
  • Güven-Yıldırım, E. (2015). Science teacher candidates’ portraits of science teaching as a profession by using the characters in the movie “3 Idiots”. Educational Sciences: Theory & Practice, 15(5), 1363-1372.
  • Güven-Yıldırım, Köklükaya, N. & Selvi, M. (2015). Öğretim materyali olarak 3- idiot filmi ile öğretmen adaylarının günlük hayatta fenin kullanımı ve eğitimde aile rolü üzerine görüşlerinin belirlenmesi. [Determination of candidates teachers’ opinions on science in everyday life and family role in process of education with 3-Idiots movie as a teaching material]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 5 (2), 94-105.
  • Güven, E. (2011). Çevre eğitiminde tahmin gözlem açıklama destekli proje tabanlı öğrenme yönteminin farklı değişkenler üzerine etkisi ve yönteme ilişkin öğrenci görüşleri.[The effect of project based learning method supported by prediction- observation- explanation on different variations in environmental education and students’ views concerning this method]. Doktora tezi Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Hébert, S. & Peretz, I. (1997). Recognition of music in long-term memory: Are melodic and temporal patterns equal partners? Memory and Cognition, 25(4), 518-533.
  • İnce-Yakar, H. G. (2013). Sinema filmlerinin eğitim amaçlı kullanımı: Tarihsel bir değerlendirme. [Educational use of cinema films: a historical assessment]. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 19(1), 21-36.
  • Kağıtçıbaşı, Ç. (2010). Günümüzde insan ve insanlar [Today’s person and people]. İstanbul: Evrim Yayınevi.
  • Kahyaoğlu, M. (2009). Öğretmen adaylarının fen ve teknoloji dersinde çevresel problemlerin öğretimine yönelik bakış açıları, hazır bulunuşlukları ve öz-yeterliliklerinin belirlenmesi [Perspectives, readiness and self-efficacy of pre-service teachers related to teaching environmental problems in the context of science and technology education]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 9(17), 28- 40.
  • Kaşkaya, A., Ünlü, İ., Akar S., & Özturan-Sağırlı, M. (2011). The effect of school and teacher themed movies on pre-service teachers' professional attitudes and perceived self-efficacy. Educational Sciences: Theory & Practice, 11(4), 1765-1783.
  • Koşar, E. & Yüksel, S. (2005). Öğretim teknolojileri ve materyal geliştirme [Instructional technologies and material development]. Ankara: Öğreti Yayınevi.
  • Köklü, N., Büyüköztürk, Ş., & Çokluk, Bökeoğlu, Ö. (2006). Sosyal bilimler için istatistik [Statistics for social sciences]. Ankara: Pegem Yayıncılık.
  • Köklükaya, N. (2014). The determination of opinions of pre-service science teachers on the curriculum of science courses on the basis of the 3-Idiots movie. Journal of Baltic Science Education,14(3), 366-378.
  • Laprise, S. & Winrich, C. (2010). The impact of science fiction films on student interest in science. Journal of College Science Teaching, 4(2), 45-49.
  • Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22(140), 5-55.
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Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Özel
Bölüm Articles
Yazarlar

Merve TOPAL>
Milli Eğitim Bakanlığı
0000-0003-4713-3321
Türkiye


Ezgi GÜVEN YILDIRIM> (Sorumlu Yazar)
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0002-8378-700X
Türkiye


Ayşe Nesibe ÖNDER>
GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ
0000-0001-7677-8861
Türkiye

Yayımlanma Tarihi 1 Nisan 2020
Yayınlandığı Sayı Yıl 2020, Cilt 6, Sayı 2

Kaynak Göster

APA Topal, M. , Güven Yıldırım, E. & Önder, A. N. (2020). Use of Educational Films in Environmental Education as a Digital Learning Object . Journal of Education in Science Environment and Health , 6 (2) , 134-147 . DOI: 10.21891/jeseh.703492