Investigation of the Effectiveness of Augmented Reality and Modelling Based Teaching in "Solar System and Eclipses" Unit
Abstract views: 335
/ 
PDF downloads: 135
DOI:
https://doi.org/10.33200/ijcer.1040095Keywords:
21st-Century skills, Academic achievement, Augmented reality, Attitude, Modelling based teaching methodAbstract
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.
References
• 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 (Unpublished master’s thesis).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.
• Develaki, M. (2007). The model-based view of scientific theories and the structuring of school science programmes. Science & Education, 16(7), 725-749. https://doi.org/10.1007/s11191-006-9058-2
• Erbaş, Ç. (2016). The effects of mobile augmented reality applications on students' academic achievement and motivation. (Unpublished master’s thesis). Süleyman Demirel University, Isparta.
• Ergün, A., & Sarıkaya, M. (2019). The effect of model based learning on the academic success and conceptual understanding of middle-school students on the particulate nature of matter. Electronic Journal of Social Sciences, 18(72), 2059-2075. https://doi.org/10.17755/esosder.539584
• Etlioğlu, M., & Tekin, M. (2020). The mediating role of student’s curiosity and anxiety in the relationship between student attitude and academic achievement in electronic learning. The Journal of Selçuk University Social Sciences Institute, 43(34), 34-48.
• Fidan, M. (2018). The impact of problem-based science teaching assisted with augmented reality applications on academic achievement, retention, attitude and belief of self-efficacy. (Unpublished doctoral dissertation). Bolu Abant İzzet Baysal University, Bolu.
• Fraenkel, J. K, & Wallen, N. E. (1996). How to design and evaluate research in education (third edition). New York: McGraw-Hill, Inc.
• Gecü-Parmaksız, Z. (2017). Augmented reality activities for children: a comparative analysis on understanding geometric shapes and improving spatial skills. (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
• Gobert, J. D., & Buckley, B. C. (2000). Introduction to model-based teaching and learning in science education. International Journal of Science Education, 22(9), 891-894. https://doi.org/10.1080/095006900416839
• Gobert, J. D., & Pallant, A. (2004). Fostering students' epistemologies of models via authentic model-based tasks. Journal of Science Education and Technology, 13(1), 7-22. https://doi.org/10.1023/B:JOST.0000019635.70068.6f
• Görecek-Baybars, M., & Çil, M. (2019). Secondary school students’ mental models about “Solar System”. Journal of Social Sciences of Mus Alparslan University, 7(37), 37-46. https://doi.org/10.18506/anemon.521940
• Gülcü, M., & Taşçi, G. (2020). The examination of the learning proceses by modeling the biology subject of primary school students. Anatolian Journal of Teacher, 4(1), 75-97. https://doi.org/10.35346/aod.726943
• Güldal, C. G., & Doğru, M. (2018). The effect of model-based science teaching on 6th class students' science anxiety and their associations between the science concepts and daily life. Journal of Research in Education and Society, 5(2), 187-211.
• Günbatar, S., & Sarı, M. (2005). Developing models for difficult and abstract concepts in electrics and magnetism. Gazi University Gazi Faculty of Education Journal, 25(1), 185-197.
• Ibanez, M. B., Di Serio, A., Villaran, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13. https://doi.org/10.1016/j.compedu.2013.09.004
• Johnson, R.T., Johnson, D. W., & Holubec, E. J. (1994). New circles of learning: cooperation in the classroom and school, Alexandra, VA, USA: Association for Supervision & Curriculum Development (ASCD).
• Karakaş, M. M. (2015). Investigation of the eight - grade secondary school students' levels of 21st century skills in science education. (Unpublished master’s thesis). Eskişehir Osman Gazi Üniversitesi University, Eskişehir.
• Karataş, F. Ö., Cengiz, C., & Çalışkan, B. (2018). The effect of instruction based on cooperative learning environment supported with worksheets on students’ academic achivement. Research and Experience Journal (REJ), 3(1), 1-16.
• Kan, A., & Akbaş, A. (2005). Lise öğrencilerinin kimya dersine yönelik tutum ölçeği geliştirme çalışması. Mersin University Journal of the Faculty of Education, 1(2), 227-237.
• Korucu, A. T., Usta, E., & Yavuzarslan, İ. F. (2016). Using augmented reality in education: a content analysis of the studies in 2007-2016 period. Journal of Subject Teaching Research, 2(2), 84-95.
• Krathwohl, D. R., & Anderson, L. W. (2010). Merlin C. Wittrock and the revision of Bloom's taxonomy. Educational Psychologist, 45(1), 64-65. https://doi.org/10.1080/00461520903433562
• Küçük, S., Kapakin, S., & Göktaş, Y. (2016). Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load. Anatomical Sciences Education, 9(5), 411-421. https://doi.org/10.1002/ase.1603
• Küçük, S., Yılmaz, R. M., Baydaş, Ö, & Göktaş, Y. (2014). Augmented reality applications attitude scale in secondary schools: Validity and reliability study. Education and Science, 39(176) 383-392. https://doi.org/10.15390/EB.2014.3590
• Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). “Making it real”: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3-4), 163-174. https://doi.org/10.1007/s10055-006-0036-4
• Kılıçoğlu, F. (2019). The effects of the teaching intervention including models and modelling on students' achievement of "the particulate structure of matter" subject and their mental models of atom. (Unpublished doctoral dissertation). Trabzon University, Trabzon.
• Kurnaz, M. A. (2011). The effect of learning environments based on model-based learning approach to mental model development about energy subject. (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
• Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y., & Tsai, C. C. (2013). An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314-321. https://doi.org/10.1016/j.compedu.2013.05.011
• Luckin, R., & Fraser, D. S. (2011). Limitless or pointless? An evaluation of augmented reality technology in the school and home. International Journal of Technology Enhanced Learning, 3(5), 510-524. https://doi.org/10.1504/ijtel.2011.042102 Ministry of National Education [MoNE], (2018). İlköğretim kurumları fen bilimleri dersi öğretim programı [Primary education institutions science course curriculum]. Ankara: Board of Education.
• Nelson, M. M., & Davis, E. A. (2012). Preservice elementary teachers' evaluations of elementary students' scientific models: an aspect of pedagogical content knowledge for scientific modeling. International Journal of Science Education, 34(12), 1931-1959. https://doi.org/10.1080/09500693.2011.594103
• Ogan‐Bekiroğlu, F. (2007). Effects of model‐based teaching on pre‐service physics teachers’ conceptions of the moon, moon phases, and other lunar phenomena. International Journal of Science Education, 29(5), 555-593. https://doi.org/10.1080/09500690600718104
• Onbaşılı-İzgi, Ü. (2018). The effect of augmented reality practices on the attitudes of primary school students towards augmented reality practices and science motivation. Ege Journal of Education, 19(1), 320-337. https://doi.org/10.12984/egeefd.390018
• Özünal, S. (2017). The effects of collaborative learning approach on students’ academic success in teaching geography subjects. Bolu Abant İzzet Baysal University Journal of Faculty of Education, 17(2), 850-867. https://doi.org/10.17240/aibuefd.2017.17.30227-326602
• Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23, 425-436. https://doi.org/10.1007/s10055-018-0363-2
• Peder-Alagöz, Z. B. (2020). The effects of the mobile augmented reality applications on secondary school 7th grade students' anxiety towards science and academic achievements. (Unpublised masters’ thesis). Gazi University, Ankara.
• Pekmezci, A. (2017). The change of the sixth grade students' mental models regarding the human respiratory system. (Unpublished masters’ thesis). Ondokuz Mayıs University, Samsun.
• Sanabria, J. C., & Arámburo-Lizárraga, J. (2017). Enhancing 21st century skills with AR: Using the gradual ımmersion method to develop collaborative creativity. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 487-501. https://doi.org/10.12973/eurasia.2017.00627a
• Sırakaya, M. (2015). Effects of augmented reality applications on students' achievement, misconceptions and course engagement. (Unpublished doctoral dissertation). Gazi University, Ankara.
• Sırakaya, M., & Alsancak-Sırakaya, D. A. (2018). The effect of augmented reality use in science education on attitude and motivation. Kastamonu Education Journal, 26(3), 887-905.
• Şentürk, M. (2018). The investigation with Solomon four-group design on the effect of using mobile augmented reality(AR) applications in the unit titled solar system and beyond in the seventh-grade on the students' academic success, motivation, sicence and technology attitude. (Unpublished masters’ thesis). Kocaeli University, Kocaeli.
• Taylor, I., Barker, M., & Jones, A. (2003). Promoting mental model building in astronomy education. International Journal of Science Education, 25(10), 1205-1225. https://doi.org/10.1080/0950069022000017270a
• Tekdal, M., & Saygıner, Ş. (2016). Augmented reality use ın educational meaning: A content analysis study. 10th International Computer and Instructional Technologies Symposium (ICITS), 16-18 May 2016, Rize, Turkey.
• Timur, B., & Özdemir, M. (2018). Teachers’ views on the use of augmented reality environments in science education. International Journal of Turkish Education Sciences, 10, 62-75.
• Tombul, S. (2019). The effect of computer supported instruction and modelling of subject of astronomy on 7th grade students on some learning products. (Unpublished masters’ thesis). Ordu University, Ordu.
• Tomi, A. B., & Rambli, D. R. A. (2013). An interactive mobile augmented reality magical playbook: Learning number with the thirsty crow. Procedia Computer Science, 25, 123-130. https://doi.org/10.1016/j.procs.2013.11.015
• Türker, N. K., & Turanlı, N. (2008). Developing an Attitude Scale for Mathematics Education Courses. Gazi University Journal of Gazi Educational Faculty, 28(3),17-29.
• Türksoy, E. (2019). The effect of teaching methods integrated with augmented reality and online materials on achievement and retention in science lesson: Mixed design. (Unpublished doctoral dissertation). Burdur Mehmet Akif Ersoy University, Burdur.
• Ünal-Çoban, G. (2009). The effects of model based science education on students? conceptual understanding, science process skills, understanding of scientific knowledge and its domain of existence: The sample of 7th grade unit of light. (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
• Ünal-Çoban, G., Kocagül-Sağlam, M., & Solmaz, G. (2016). The effect of model based teaching on metacognitive awareness, attitudes and conceptual understanding. The Western Anatolia Journal of Educational Sciences (WAJES), 7(13), 61-104.
• Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3-14. https://doi.org/10.1007/s11409-006-6893-0 Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570-585. http://dx.doi.org/10.1016/j.compedu.2013.02.014
• Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024
• Yen, J. C., Tsai, C. H., & Wu, M. (2013). Augmented reality in the higher education: Students’ science concept learning and academic achievement in astronomy. Procedia-Social and Behavioral Sciences, 103, 165-173. https://doi.org/10.1016/j.sbspro.2013.10.322
• Yeşiltepe, K. (2019). The effect of the ARCS motivation model on the academic success and motivation of students in the solar system and eclipses unit of science course. (Unpublished masters’ thesis). Niğde Ömer Halisdemir University, Niğde.
• Yıldırım, İ. (2020). The effect of augmented reality applications in science education on academic achievement and retention of 6th grade students. (Unpublished masters’ thesis). Eskişehir Osmangazi University, Eskişehir.
• Zorlu, F. (2016a). Investigation of effectiveness of application of solomon research design to cooperative learning model in teaching science lesson. (Unpublished doctoral dissertation). Atatürk University, Erzurum.
• Zorlu, F., & Zorlu, Y. (2022). The investigation of preservice science teachers’ analogical reasoning skills from thinking skills. Thinking Skills and Creativity, 43, 1-14. https://doi.org/10.1016/j.tsc.2021.100981
• Zorlu, Y. (2016b). Effects of activities based on modeling learning method and cooperative learning model of students in elementary science and technology. (Unpublished doctoral dissertation). Atatürk University, Erzurum.
• Zorlu, Y., & Sezek, F. (2016). The investigation of effects to learning together method with modeling based learning method on constructivist learning environment. Ekev Akademi Dergisi, 68, 415-430.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 International Journal of Contemporary Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
