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An Alternative Teaching Process in a Social Studies Course: Learning through Digital Storytelling

Yıl 2023, , 398 - 430, 02.05.2023
https://doi.org/10.9779/pauefd.1090743

Öz

The aim of this study is to examine the impact of social studies courses conducted through digital storytelling on students’ academic achievement and attitude towards technology and to determine student views on such a learning process. Embedded mixed methods design was used in the study, consisting of 41 fourth grade students at a primary school. An academic achievement test, an attitude scale towards technology, and a semi-structured interview form developed by the researchers were used as data collection tools. Descriptive and predictive statistics were used in the analysis of the data obtained from the academic achievement test and the scale of attitude towards technology, while the data obtained from semi-structured interviews were analysed with content analysis. The quantitative findings showed statistical significance in favour of the experimental group students in terms of academic achievement and attitude towards technology, whereas the qualitative data explained the reasons for the difference in a way that supported the quantitative data. The results indicated that digital stories that are entertaining and encouraging to watch and listen to, in addition to enabling active participation in the process proved to increase the students’ academic achievement by creating easy and permanent learning opportunities and to be efficacious in developing positive attitude towards technology. From this perspective, it can be argued that digital storytelling, which offers a rich content to achieve meaningful learning, is an alternative pedagogical way that can be utilized in social studies lessons.

Kaynakça

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Sosyal Bilgiler Dersinde Alternatif Bir Öğretim Süreci: Dijital Öyküler ile Öğreniyorum

Yıl 2023, , 398 - 430, 02.05.2023
https://doi.org/10.9779/pauefd.1090743

Öz

Bu araştırmanın amacı, dijital öykülerle yürütülen sosyal bilgiler dersinin öğrencilerin akademik başarıları, teknolojiye yönelik tutumları üzerine etkisini incelemek ve sürece ilişkin öğrencilerin görüşlerini tespit etmektir. Belirtilen amaç doğrultusunda çalışmada karma araştırma yaklaşımı içerisinde yer alan gömülü desen kullanılmıştır. Araştırmanın çalışma grubunu, toplam 41 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmacılar tarafından geliştirilen akademik başarı testi, teknolojiye yönelik tutum ölçeği ve yarı yapılandırılmış görüşme formu veri toplama aracı olarak kullanılmıştır. Akademik başarı testi ve teknolojiye yönelik tutum ölçeğinden elde edilen verilerin analizinde betimsel ve kestirimsel istatistikler kullanılırken yarı yapılandırılmış görüşmelerden elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırmadan elde edilen nicel bulgular, akademik başarı ve teknolojiye yönelik tutum açısından deney grubu öğrencileri lehine istatistiksel olarak anlamlı bir fark gösterirken; nitel veriler ortaya çıkan farkın nedenlerini açıklayıp nicel verileri destekler niteliktedir. Araştırma sonucunda eğlenceli, izleme ve dinlemeye teşvik edici, sürece aktif katılım imkanı sağlayan dijital öykülerin kolay ve kalıcı öğrenmelere fırsat sağlayarak akademik başarıyı artırdığı, teknolojiye yönelik tutumun gelişminde etkili olduğu tespit edilmiştir. Bu sonuca göre anlamlı öğrenmelerin gerçekleştirilmesine zengin bir içerik sunan dijital öykülerin sosyal bilgiler derslerinde kullanılabilecek alternatif pedagojik bir yol olduğu ifade edilebilir.

Kaynakça

  • Abdel-Hack, E. M., & Helwa, H. S. A. A. (2014). Using digital storytelling and weblogs instruction to enhance EFL narrative writing and critical thinking skills among EFL majors at faculty of education. International Research Journal, 5(1), 8–41.
  • Akengin, H., Sağlam, D. ve Dilek, A. (2002). İlköğretim 4 ve 5. sınıf öğrencilerinin sosyal bilgiler dersi ile İlgili Görüşleri, Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 5, 1-12.
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  • Kırıkcı, A. C., Cigerci, F. M., & Arıkan, I. (2020). Use of digital storytelling in the 4th grade social studies course. International Online Journal of Educational Sciences, 12(5). 96-113.
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  • Lowenthal, P. R., & Dunlap, J. C. (2010). From pixel on a screen to real person in your students' lives: Establishing social presence using digital storytelling. The Internet and Higher Education, 13(1-2), 70-72.
  • Mangal, K. (2020). İnsan hakları, yurttaşlık ve demokrasi dersinde dijital öyküleme etkinliklerinin öğrencilerin girişimcilik becerilerine ve derse yönelik tutumlarına etkisi. Yayınlanmamış yüksek lisans tezi, Afyon Kocatepe Üniversitesi, Afyon.
  • McLoughlin, C. & Lee, M. J. W. (2010). Personalised and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Technology, 26(1), 28-43.
  • McMillan, J. H. & Schumacher, S. (2014). Research in education: Evidence-based inquiry (7th ed.). London: Pearson. Memişoğlu, H., & Tarhan, E. (2016). Sosyal bilgiler öğretmenlerinin kavram öğretimine ilişkin görüşleri. Eğitim ve Öğretim Araştırmaları Dergisi, 5(2), 6-20.
  • Miller, C. H. (2014). Digital storytelling: A creator’s guide to interactive entertainment. Burlington: Focal Press.
  • Ming, T. S., Sim, L. Y., Mahmud, N., Kee, L. L., Zabidie, N. A., & Ismail, K. (2014). Enhancing 21st.century learning skills via digital storytelling: Voices of Malaysian teachers and undergraduates. Procedia - Social and Behavioral Sciences, 118, 489-494.
  • Morra, S. (2013). 8 steps to great digital storytelling. http://samanthamorra.com/ 2013/06/05/edudemic-article-on-digital-storytelling/ adresinden alınmıştır.
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  • Nishioka, H. (2016). Analysing language development in a collaborative digital storytelling project: Sociocultural perspectives. System, 62, 39-52.
  • Normann A ( 2011 ). Digıtal storytelling in second language learnıng: a qualitative study on students’ reflections on potentials for learning. Unpublished master thesis, Norwegian University of Science and Technology, Trondheim.
  • Ono, Y. (2014). Motivational Effects of Digital Storytelling on Japanese EFL Learners, Proceedings of the Sixth CLS International Conference CLaSIC (pp.414-431).
  • Pala, F. (2021). Sosyal bilgiler dersi tarihe yolculuk ünitesi bağlamında dijital hikâye kullanımının öğrenci akademik başarı ve kalıcılığa etkisi. Dumlupınar Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5(2), 43-58.
  • Pallant, J. (2005). SPSS survival manual: A step by guide to data analysis using spss for windows (2nd ed.). National Library of Australia.
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  • Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6.
  • Psomos, P., & Kordaki, M. (2015). A novel educational digital storytelling tool focusing on students misconceptions. Procedia-Social and Behavioral Sciences, 191, 82-86.
  • Rahimi, M., & Yadollahi, S. (2017). Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills. Cogent Education, 4(1), 1285531.
  • Rance-Roney, J. (2008). Digital storytelling for language and culture learning. Essential teacher, 5(1), 29-31.
  • Razmi, M., Pourali, S., & Nozad, S. (2014). Digital storytelling in EFL classroom (oral presentation of the story): A pathway to improve oral production. Procedia-Social and Behavioral Sciences, 98, 1541-1544.
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228. doi: 10.1080/00405840802153916
  • Robin, B. R. (2014). The effective uses of digital storytelling as a teaching and learning tool. James F. , Shirley B. H. ve Diane L. (Ed.) Handbook of research on teaching literacy through the communicative and visual arts: inVolume II (pp.429-440). New York: MacMillan.
  • Russell III, W. B. (2010). Teaching social studies in the 21st century: A research study of secondary social studies teachers’ instructional methods and practices. Action in Teacher Education, 32(1), 65-72.
  • Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.
  • Sahin, N., & Coban, İ. (2020). The effect of digital story applications on students' academic achievement: A meta-analysis study. African Educational Research Journal, 8, 62-75. doi: 10.30918/AERJ.8S3.20.047
  • Sarıca, H. Ç., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers & Education, 94, 298-309.
  • Saritepeci, M. (2016). Dijital hikaye anlatım yönteminin sosyal bilgiler dersinde etkililiğini inceleme.Yayınlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
  • Saritepeci, M. (2017). Ortaokul düzeyinde dijital hikâye anlatımının yansıtıcı düşünme becerisi üzerindeki etkisinin incelenmesine yönelik deneysel bir çalışma. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 6(3), 1367-1384.
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  • Ulu, H. (2021). Türkiye’deki dijital öyküleme çalışmalarının eğilimi. Eğitim Teknolojisi Kuram ve Uygulama, 11(2), 256-280.
  • Van Gils, F. (2005, June). Potential applications of digital storytelling in education. In 3rd twente student conference on IT (Vol. 7, No. 7). University of Twente, Faculty of Electrical Engineering, Mathematics and Computer Science Enschede.
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  • Yang, Y. C., & Wu, W. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking and learning motivation: A yearlong experimental study. Computers & Education, 59, 339-352. http://dx.doi.org/ 10.1016/j. compedu. 2011.12.012
  • Yiğit, E.Ö. (2007). Öyküleştirme yönteminin 6. Sınıf sosyal bilgiler programı ülkemizin kaynakları ünitesindeki öğrenci başarısı üzerine etkisi. Yayımlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Bolu.
  • Yoon, T. (2013). Are you digitized? Ways to provide motivation for ELLs using digital storytelling. International Journal of Research Studies in Educational Technology, 2(1), 25-34.
  • Yüzer, T. V., & Kılınç, A. G. H. (2015). Açık öğrenme sistemlerinde dijital öykülemeden faydalanmak. Eğitim ve Öğretim Araştırmaları Dergisi, 4(1), 243-250.
Toplam 103 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Zeynep Başcı Namlı 0000-0003-2865-5976

Fatih Kayaalp 0000-0001-7640-5045

Elif Meral 0000-0002-2560-0120

Yayımlanma Tarihi 2 Mayıs 2023
Gönderilme Tarihi 20 Mart 2022
Kabul Tarihi 30 Eylül 2022
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Başcı Namlı, Z., Kayaalp, F., & Meral, E. (2023). Sosyal Bilgiler Dersinde Alternatif Bir Öğretim Süreci: Dijital Öyküler ile Öğreniyorum. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(58), 398-430. https://doi.org/10.9779/pauefd.1090743