Araştırma Makalesi
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Yıl 2022, Cilt 9, Sayı 2, 283 - 298, 03.06.2022
https://doi.org/10.33200/ijcer.1040095

Öz

Kaynakça

  • Abdüsselam, M. S., & Karal, H. (2012). The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Akçayır, M., & Akçayır, G. (2016). University students’ opinions about use of augmented reality in foreign language teaching. Erzincan University Journal of Education Faculty, 18(2), 1169-1186. https://doi.org/10.17556/jef.86406
  • Arslan, A. (2013). The effects of modeling based science and technology teaching on understanding, memorization, creativity and mental models of primary school students. (Unpublished master’s thesis). Akdeniz University, Antalya.
  • Ateş, A. (2018). 7 th grade science and technology course "Structure of the substance and pure substances" on augmented reality created using technology learning material effect on academic achievement. (Unpublished master’s thesis). Niğde Ömer Halisdemir University, Niğde.
  • Aybek, B. (2007). Konu ve beceri temelli eleştirel düşünme öğretiminin öğretmen adaylarının eleştirel düşünme eğilimi ve düzeyine etkisi. Journal of Çukurova University Institude of Social Sciences, 16(2), 43-60.
  • Aydoğan-Yenmez, A. (2017). The effects of technology on the mathematical modeling. Adıyaman University Journal of Social Sciences, 26, 602-646. https://doi.org/10.14520/adyusbd.306665
  • Aygün, D. (2019). Investigation of the scientific skills development process of 7th year students through project, model, experiment. (Unpublished master’s thesis). Bursa Uludağ University, Bursa.
  • Ayvacı, H. Ş., Bebek, G., Alper, A., Keleş, C. B., & Özdemir, N. (2016). Investigate of the students’ mental models in modeling process: The case of cell. Dicle University Journal of Ziya Gökalp Faculty of Education, 28, 175-188. https://doi.org/10.14582/DUZGEF.711
  • Ayvacı, H. Ş., & Bülbül, S. (2020). Identifying modeling skills of secondary school students. Cumhuriyet International Journal of Education, 9(4), 1000-1028. http://dx.doi.org/10.30703/cije.581752
  • Aztekin, S., & Taşpınar-Şener, Z. (2015). The content analysis of mathematical modelling studies in Turkey: A meta-synthesis study. Education and Science, 40(178), 139-161. http://dx.doi.org/10.15390/EB.2015.4125
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355-385. https://doi.org/10.1162/pres.1997.6.4.355
  • Batı, K. (2014). The effectiveness of modeling based elementary science education; It's effects on students’ views about nature of science and critical thinking abilities. (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • Bilal, E. (2010). Effects of electricity instruction by modeling on conceptual understanding, academic achievement and epistemological beliefs. (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
  • Birinci, O., & Apaydın, Z. (2016). Effect of modellıng learning on sound related conceptual development of prımary school 4th grade students. International Journal of Turkish Education Sciences, 2016(7), 22-43.
  • Bozdemir-Yüzbaşıoğlu, H., & Sarıkaya, R. (2019). The effect of model-based learning approach on students’ development of mental model about microorganisms subject. Kalem International Journal of Education and Human Sciences, 9(2), 357-384. https://doi.org/10.23863/kalem.2019.131
  • Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544. https://doi.org/10.1016/j.compedu.2013.02.017
  • Cai, S., Chiang, F. K., & Wang, X. (2013). Using the augmented reality 3D technique for a convex imaging experiment in a physics course. International Journal of Engineering Education, 29(4), 856-865.
  • Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22, 449-462. http://dx.doi.org/10.1007/s10956-012-9405-9
  • Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to ımprove students’ learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352-365.
  • Chu, H. C., Chen, J. M., Yang, K. H., & Lin, C. W. (2016). Development and application of a repertory grid-oriented knowledge construction augmented reality learning system for context-aware ubiquitous learning. International Journal of Mobile Learning and Organisation, 10(1-2), 40-60.
  • Clement, J. J., & Steinberg, M. S. (2002). Step-wise evolution of mental models of electric circuits: A" learning-aloud" case study. The Journal of the Learning Sciences, 11(4), 389-452.
  • Çoşkun, M. (2018). The impact of the teaching supported with mobile application and augmented reality on motivation and anxiety about science lesson, attitude towards astronomy, and academic success of students. (Unpublished master’s thesis). Hatay Mustafa Kemal University, Hatay.
  • Çakır, R., Solak, E., & Tan, S. S. (2015). Effect of teachıng englısh vocabulary wıth augmented realıty technologıes on students’ performances. Gazi Journal of Education Sciences, 1(1), 45-58.
  • Çankaya, B., & Girgin, S. (2018). The effect of augmented realıty technology on the academıc success of scıence course. Journal of Social and Humanities Sciences Research (JSHSR), 5(30), 4283-4290.
  • Çavumirza, E. (2018). The effect of model based science teaching on 8th grade students' achievement, critical thinking tendencies, attitudes and concept learning. (Unpublished master’s thesis). Sakarya University, Sakarya.
  • Çetinkaya, M. (2017). Effect of personalized blended learning environments arranged on the basis of modeling to achievement in science education. Ordu University Journal of Social Science Research, 7(2), 287-296.
  • Çevik-Ezberci, E. (2018). Investigation of the grounded mental models in star subject of prospective science teachers by mathematical algorithms. (Unpublished doctoral dissertation). Kastamonu University, Kastamonu.
  • Demirçalı, S. (2016). The effects of model based science education on students' academic achevement, scientific process skills and mental model devolopment: the sample of 7th grade unit of "The solar system and beyond: The puzzle of space". (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Demirel, G. (2019). The effect of a science lecture taught using augmented reality applications on 7th grade students' academic achievement and attitudes toward augmented reality applications. (Unpublished master’s thesis). Gazi University, Ankara.
  • Demirhan E. (2015). The effect of designing 3D models on prospective science teachers' academic achievement, problem solving skills, scientific creativity and perceptions about the process. (Unpublished doctoral dissertation). Marmara University, İstanbul.
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Investigation of the Effectiveness of Augmented Reality and Modelling Based Teaching in "Solar System and Eclipses" Unit

Yıl 2022, Cilt 9, Sayı 2, 283 - 298, 03.06.2022
https://doi.org/10.33200/ijcer.1040095

Öz

This study was aimed to investigate the effectiveness of augmented reality and modelling based teaching in the "Solar System and Eclipses" unit. The pretest-posttest quasi-experimental design model was used in this study. For three weeks, the "Solar System and Eclipses" unit of the Science course was taught to the experimental group using modelling based teaching and augmented reality applications, and, in the control group, the existing science curriculum was followed. The study group consists of 22 students who were in the 6th grade in the 2020-2021 academic year in a secondary school affiliated with the Ministry of National Education. Data collection tools in this study were administered “Academic Achievement Test”, “21st-Century Skills Scale”, and “Augmented Reality Applications Attitude Scale”. The application of augmented reality and modelling based teaching in covering the "Solar System and Eclipses" unit was positively affected students' learning and increased their levels of success, improved the 21st-century skills and improved attitudes towards augmented reality applications. Studies on the use of augmented reality applications and modelling based teaching in different Science course units of different grades of secondary school that will contribute positively to the literature are recommended.

Kaynakça

  • Abdüsselam, M. S., & Karal, H. (2012). The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Akçayır, M., & Akçayır, G. (2016). University students’ opinions about use of augmented reality in foreign language teaching. Erzincan University Journal of Education Faculty, 18(2), 1169-1186. https://doi.org/10.17556/jef.86406
  • Arslan, A. (2013). The effects of modeling based science and technology teaching on understanding, memorization, creativity and mental models of primary school students. (Unpublished master’s thesis). Akdeniz University, Antalya.
  • Ateş, A. (2018). 7 th grade science and technology course "Structure of the substance and pure substances" on augmented reality created using technology learning material effect on academic achievement. (Unpublished master’s thesis). Niğde Ömer Halisdemir University, Niğde.
  • Aybek, B. (2007). Konu ve beceri temelli eleştirel düşünme öğretiminin öğretmen adaylarının eleştirel düşünme eğilimi ve düzeyine etkisi. Journal of Çukurova University Institude of Social Sciences, 16(2), 43-60.
  • Aydoğan-Yenmez, A. (2017). The effects of technology on the mathematical modeling. Adıyaman University Journal of Social Sciences, 26, 602-646. https://doi.org/10.14520/adyusbd.306665
  • Aygün, D. (2019). Investigation of the scientific skills development process of 7th year students through project, model, experiment. (Unpublished master’s thesis). Bursa Uludağ University, Bursa.
  • Ayvacı, H. Ş., Bebek, G., Alper, A., Keleş, C. B., & Özdemir, N. (2016). Investigate of the students’ mental models in modeling process: The case of cell. Dicle University Journal of Ziya Gökalp Faculty of Education, 28, 175-188. https://doi.org/10.14582/DUZGEF.711
  • Ayvacı, H. Ş., & Bülbül, S. (2020). Identifying modeling skills of secondary school students. Cumhuriyet International Journal of Education, 9(4), 1000-1028. http://dx.doi.org/10.30703/cije.581752
  • Aztekin, S., & Taşpınar-Şener, Z. (2015). The content analysis of mathematical modelling studies in Turkey: A meta-synthesis study. Education and Science, 40(178), 139-161. http://dx.doi.org/10.15390/EB.2015.4125
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355-385. https://doi.org/10.1162/pres.1997.6.4.355
  • Batı, K. (2014). The effectiveness of modeling based elementary science education; It's effects on students’ views about nature of science and critical thinking abilities. (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • Bilal, E. (2010). Effects of electricity instruction by modeling on conceptual understanding, academic achievement and epistemological beliefs. (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
  • Birinci, O., & Apaydın, Z. (2016). Effect of modellıng learning on sound related conceptual development of prımary school 4th grade students. International Journal of Turkish Education Sciences, 2016(7), 22-43.
  • Bozdemir-Yüzbaşıoğlu, H., & Sarıkaya, R. (2019). The effect of model-based learning approach on students’ development of mental model about microorganisms subject. Kalem International Journal of Education and Human Sciences, 9(2), 357-384. https://doi.org/10.23863/kalem.2019.131
  • Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544. https://doi.org/10.1016/j.compedu.2013.02.017
  • Cai, S., Chiang, F. K., & Wang, X. (2013). Using the augmented reality 3D technique for a convex imaging experiment in a physics course. International Journal of Engineering Education, 29(4), 856-865.
  • Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22, 449-462. http://dx.doi.org/10.1007/s10956-012-9405-9
  • Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to ımprove students’ learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352-365.
  • Chu, H. C., Chen, J. M., Yang, K. H., & Lin, C. W. (2016). Development and application of a repertory grid-oriented knowledge construction augmented reality learning system for context-aware ubiquitous learning. International Journal of Mobile Learning and Organisation, 10(1-2), 40-60.
  • Clement, J. J., & Steinberg, M. S. (2002). Step-wise evolution of mental models of electric circuits: A" learning-aloud" case study. The Journal of the Learning Sciences, 11(4), 389-452.
  • Çoşkun, M. (2018). The impact of the teaching supported with mobile application and augmented reality on motivation and anxiety about science lesson, attitude towards astronomy, and academic success of students. (Unpublished master’s thesis). Hatay Mustafa Kemal University, Hatay.
  • Çakır, R., Solak, E., & Tan, S. S. (2015). Effect of teachıng englısh vocabulary wıth augmented realıty technologıes on students’ performances. Gazi Journal of Education Sciences, 1(1), 45-58.
  • Çankaya, B., & Girgin, S. (2018). The effect of augmented realıty technology on the academıc success of scıence course. Journal of Social and Humanities Sciences Research (JSHSR), 5(30), 4283-4290.
  • Çavumirza, E. (2018). The effect of model based science teaching on 8th grade students' achievement, critical thinking tendencies, attitudes and concept learning. (Unpublished master’s thesis). Sakarya University, Sakarya.
  • Çetinkaya, M. (2017). Effect of personalized blended learning environments arranged on the basis of modeling to achievement in science education. Ordu University Journal of Social Science Research, 7(2), 287-296.
  • Çevik-Ezberci, E. (2018). Investigation of the grounded mental models in star subject of prospective science teachers by mathematical algorithms. (Unpublished doctoral dissertation). Kastamonu University, Kastamonu.
  • Demirçalı, S. (2016). The effects of model based science education on students' academic achevement, scientific process skills and mental model devolopment: the sample of 7th grade unit of "The solar system and beyond: The puzzle of space". (Unpublished doctoral dissertation). Gazi University, Ankara.
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  • Demirhan E. (2015). The effect of designing 3D models on prospective science teachers' academic achievement, problem solving skills, scientific creativity and perceptions about the process. (Unpublished doctoral dissertation). Marmara University, İstanbul.
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Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Articles
Yazarlar

Aslıhan BABA>
KUTAHYA DUMLUPINAR UNIVERSITY
0000-0002-1303-2306
Türkiye


Yusuf ZORLU> (Sorumlu Yazar)
Dumlupınar Üniversitesi Eğitim Fakültesi
0000-0002-4203-0908
Türkiye


Fulya ZORLU>
ZONGULDAK BULENT ECEVİT UNIVERSITY
0000-0001-8167-0839
Türkiye

Yayımlanma Tarihi 3 Haziran 2022
Yayınlandığı Sayı Yıl 2022, Cilt 9, Sayı 2

Kaynak Göster

APA Baba, A. , Zorlu, Y. & Zorlu, F. (2022). Investigation of the Effectiveness of Augmented Reality and Modelling Based Teaching in "Solar System and Eclipses" Unit . International Journal of Contemporary Educational Research , 9 (2) , 283-298 . DOI: 10.33200/ijcer.1040095

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868