Research Article
BibTex RIS Cite

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

Year 2023, Issue: 58, 398 - 430, 02.05.2023
https://doi.org/10.9779/pauefd.1090743

Abstract

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.

References

  • 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.
  • Akgün, M., & Akgün, I. H. (2020). The effect of digital stories on academic achievement: A meta-analysis. Journal of Education and Learning, 9(6), 71-83. doi:10.5539/jel.v9n6p71
  • Alcantud-Diaz, M., Ricart-Vaya, A. , & Gregori-Signes, C. (2014). “Share your experience”. Digital storytelling in English for tourism. Ibérica, 27, 185–204.
  • Alshaye, S. (2021). Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills. Cypriot Journal of Educational Sciences, 16(4), 2049-2069.
  • Atchley, D. (2010). Digital storytelling from soup to nuts. http://www.socialbrite. org/2010/07/21/digital-storytelling-from-soup-to-nuts/. adresinden erişilmiştir.
  • Atılgan, H. (2017). Madde ve test istatistikleri. H. Atılgan (Ed.), Eğitimde ölçme ve değerlendirme içinde (10. Baskı, ss. 259-280). Ankara: Anı Yayıncılık.
  • Baki, Y. (2019). Türkçe öğretmeni adaylarının yaratıcı yazma becerilerinin geliştirilmesinde dijital öykülerin etkisi. Ana Dili Eğitimi Dergisi, 7(4), 964-995.
  • Balaman, F. (2016). The effect of digital storytelling technique on the attitudes of students toward teaching technologies. Pegem Journal of Education and Instruction, 6(2), 147-168. doi 10.14527/pegegog.2016.009
  • Barrett, H. (2009). How to create simple digital stories. http://electronicportfolios. com/digistory/howto.html adresinden alınmıştır.
  • Başaran, H. (2019). İlkokul dördüncü sınıf sosyal bilgiler dersinde dijital hikâyelerle desteklenmiş öğretimin akademik başarı, tutum, motivasyon, bilişüstü düşünme ve karar verme stratejilerine etkisi. Yayınlanmamış yüksek lisans tezi, Recep Tayyip Erdoğan Üniversitesi, Rize.
  • Behmer, S. (2005). Digital storytelling: Examining the process with middle school students. Proceedings of Society for Information Technology & Teacher Education International Conference (1), 822-827.
  • Bello, L. K., Ojebisi, A. O., & Adebanjo, A. A. (2021). The impact of perceived relevance and technology anxiety on readiness to use digital storytelling. International Journal of Teacher Education and Professional Development (IJTEPD), 4(2), 82-96.
  • Britt, (2008). Social studies-library of congress has old and new resources. Learning and Leading with Technology, 36(3), 32.
  • Bromberg, N. R., Techatassanasoontorn, A. A., & Andrade, A. D. (2013). Engaging students: Digital storytelling in information systems learning. Pacific Asia Journal of the Association for Information Systems, 5(1), 1–22.
  • Bromberg, N. R. , Techatassanasoontorn, A. A. , & Díaz Andrade, A. (2013). Engaging students: Digital storytelling in information systems learning. Pacific Asia Journal of the Association for Information Systems, 5, 1–22.
  • Bugis, Y. M., (2018).Creating digital stories with saudi arabian pre-service teachers: Using the analysis, design, development, ımplementation, and evaluation model to promote lesson plan development. Dissertations doctoral thesis, University of Northern Colorado, ABD.
  • Büyükcengiz, M. (2017). Dijital öyküleme metodunun ortaokul öğrencilerinin fen bilimleri dersi akademik başarı, bilimsel süreç becerileri ve derse yönelik tutumlarına etkisi. Yayımlanmamış yüksek lisans tezi, Akdeniz Üniversitesi, Antalya.
  • Campbell, T. A. (2012). Digital storytelling in an elementary classroom: Going beyond entertainment. Procedia-Social and Behavioral Sciences, 69, 385-393.
  • Can, A. (2017). SPPS ile bilimsel araştırma sürecinde nicel veri analizi (5. Baskı). Ankara: Pegem Akademi
  • Chan, B. S., Churchill, D., & Chiu, T. K. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research (JIER), 13(1), 1-16.
  • Crane, B. (2008). Digital storytelling changes the way we write stories. Information Searcher, 18(1), 1, 3-9, 35.
  • Creswell, J.W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). Thousand Oaks, California: Sage Publications, Inc
  • Creswell, J.W. (2015). A concise introduction to mixed methods research. Thousand Oaks, California: Sage Publications, Inc.
  • Creswell, J.W., & Plano-Clark, V.L. (2007). Designing and conducting: Mixed methods research. Thousand Oaks, California: Sage Publication, Inc.
  • Çakmak, Z., & Aslan, S. (2016). Sosyal bilgiler dersi öğretimine yönelik öğretmen ve öğretmen adayı görüşlerinin değerlendirilmesi. Current Research in Education, 2(1), 29-41.
  • Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39, 100760. doi: 10.1016/j.tsc.2020.100760
  • Çoruk, H., & Seferoğlu, S. S. (2020). Dijital öykü oluşturma sürecinin öğrenenlerin yansıtıcı düşünme becerilerinin gelişimine etkisi. Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi, 1(1), 1-23.
  • Dawkins, S., & O'Neill, M. (2011). Teaching literate language in a storytelling intervention. Australian Journal of Language and Literacy, 34(3), 294-307.
  • Demir, T. (2019). Dijital öykülerin ilköğretim 5. sınıf öğrencilerinin motivasyon, tutum ve başarılarına etkisi. Yayınlanmamış yüksek lisans tezi, Balıkesir Üniversitesi, Balıkesir.
  • Demirbas, İ., & Sahin, A. (2020). A systemic analysis of research on digital storytelling in Turkey. International Journal of Progressive Education, 16(4), 45-65.
  • Demirer, V. (2013). İlköğretimde e-öyküleme kullanımı ve etkileri (Yayınlanmamış Doktora Tezi). Necmettin Erbakan Üniversitesi, Konya.
  • Di Blas, N., & Paolini, P. (2013). Beyond the school’s boundaries: PoliCultura, a large-scale digital storytelling initiative. Journal of Educational Technology & Society, 16(1), 15-27.
  • Duveskog, M., Tedre, M., Sedano, C. I., & Sutinen, E. (2012). Life planning by digital storytelling in a primary school in rural Tanzania. Journal of Educational Technology & Society, 15(4), 225-237.
  • Elwood, S. (2010, March). Digital Storytelling: Strategies Using VoiceThread. In Society for Information Technology & Teacher Education International Conference (pp. 1075-1079). Association for the Advancement of Computing in Education (AACE).
  • Emert, T. (2014). Interactive digital storytelling with refugee children. Language Arts, 91(6), 401-415.
  • Erdogan, E. (2021). The impact of digital storytelling on the academic achievement and democratic attitude of primary school students. Educational Policy Analysis and Strategic Research, 16(1), 427-448. doi: 10.29329/epasr.2020.334.22
  • Eroglu, A., & Okur, A. (2021). The effect of digital storytelling on digital literacy skills of the 7th graders at secondary school. International Online Journal of Educational Sciences, 13(4). 1235-1253. doi: 10.15345/iojes.2021.04.018 Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill. Frazel, M. (2010). Digital storytelling: Guide for educators. Eugene (Estados Unidos): International Society for Technology in Education, 2010.
  • Garrety, C. (2008). Digital storytelling: An emerging tool for student & teacher learning .Unpublished doctoral dissertation, Iowa State University, ABD.
  • Glassner, A. (2001, September). Interactive storytelling: People, stories, and games. In International Conference on Virtual Storytelling (pp. 51-60). Springer, Berlin, Heidelberg.
  • Gordon, C. (2011). Digital storytelling in the classroom: Three case studies. (Unpublished doctoral dissertation, Arizona State University, ABD.
  • Göktaş, Y. (2006). The current status of information and communication technologies integration into schools of teacher education and K-12 in Turkey. Unpublished doctoral thesis, Middle East Technical University, Ankara.
  • Gömleksiz, M. N., & Pullu, E. K. (2017). Toondoo ile dijital hikâyeler oluşturmanın öğrenci başarısına ve tutumlarına etkisi. Electronic Turkish Studies, 12(32). 95-110.
  • Gönenç, S., & Açıkalın, M. (2017). Sosyal bilgiler öğretmenlerinin sosyal bilgiler öğretiminde karşılaştıkları sorunlar ve bunlara getirdikleri çözüm önerileri. Trakya Üniversitesi Eğitim Fakültesi Dergisi,7(1), 26-41.
  • Gregori-Signes, C. (2014). Digital storytelling and multimodal literacy in education. Porta Linguarum, 22, 237–250. Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53.
  • Heo, M. (2009). Digital storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology. Journal of Educational Multimedia and Hypermedia, 18(4), 405-428.
  • Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223–252.
  • Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368-379.
  • Hurlburt, G. F. , & Voas, J. (2011). Storytelling: From cave art to digital media. IT Professional, 13, 4–7.
  • Jakes, D. S., & Brennan, J. (2005). Digital storytelling, visual literacy and 21st century skills. In Online Proceedings of the Tech Forum, New York.
  • Kan, A. (2017). Ölçme aracı geliştirme. S. Tekindal (Ed.), Eğitimde ölçme ve değerlendirme içinde (5. baskı, ss. 241-277). Ankara: Pegem A Yayıncılık.
  • Karataş, B. (2019). Dijital öykü kullanımının sosyal bilgiler dersinde öğrencilerin akademik başarı ve tutumlarına etkisi. Yayınlanmamış yüksek lisans tezi, Muğla Sıtkı Koçman Üniversitesi, Muğla.
  • Kenar, İ., & Balcı, M. (2012). İlköğretim 4. ve 5. sınıf öğrencileri için teknolojiye yönelik tutum ölçeğinin geliştirilmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 33, 303-314.
  • 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.
  • Kotluk, N., & Kocakaya, S. (2017). The effect of creating digital storytelling on secondary school students' academic achievement, selfefficacy perceptions and attitudes toward physics. International Journal of Research in Education and Science (IJRES), 3(1), 218-227.
  • Kulla-Abbott, T. M. 2006. Developing literacy practices through digital storytelling. Unpublished doctoral dissertation, University of Missouri-St. Louis, ABD.
  • 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.
  • National Council for the Social Studies [NCSS]. (1994). National Council for social studies. introduction. Retrieved from https://www. socialstudies.org/ standards/ introduction adresinden alınmıştır.
  • National Council of Teachers of English. (1992). Guideline on teaching storytelling. NCTE Position Statement. www.ncte.org/ positions/statements/teachingstorytelling adresinden alınmıştır.
  • 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.
  • Partnership for 21st Century Skills: The intellectual and policy foundations of the 21st century skills framework (n.d.). http://route21.p21.org/images/ stories/ epapers/ skills_foundations_final.pdf adresinden alınmıştır.
  • 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.
  • Schunk, D. H. (2009). Öğrenme teorileri. Eğitimsel bir bakışla. Şahin, M. (Çev. Ed). (pp.1- 26). Ankara: Nobel Yayıncılık.
  • Selanik-Ay, T. (2020). Sosyal bilgiler öğretiminde dijital öyküleme ile efsanelerden yararlanma: Nitel bir araştırma. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(4), 1623-1638. doi: 10.17240/aibuefd.2020.20.58249-613142
  • Sevilla Pavon, A., Serra-Camara, B., & Gimeno Sanz, A. M. (2012). The Use of Digital Storytelling for ESP in a Technical English Course for Aerospace Engineers. The Eurocall Review, 20(2), 68-79.
  • Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the implementation fidelity of technology immersion and its relationship with student achievement. Journal of Technology, Learning, and Assessment, 9(4), 1–68.
  • Smith, J. (2018). An action research investigation into an early childhood digital storytelling-based solution. Unpublished doctoral dissertation, University of Concordia, Montreal.
  • Smolin, L., & Lawless, K. A. (2011). Evaluation across contexts: Evaluating the impact of technology integration professional development partnerships. Journal of Digital Learning in Teacher Education, 27(3), 92-98.
  • Stenhouse, V. L., & Schafer, N. J. (2019). Empowering teachers through digital storytelling: A multimedia capstone project. Journal of Digital Learning in Teacher Education, 35(1), 6-19.
  • Susskind, J. E. (2005). PowerPoint’s power in the classroom: Enhancing students’ self-efficacy and attitudes. Computers & Education, 45(2), 203-215.
  • Tahriri, A., Tous, M. D., & MovahedFar, S. (2015). The impact of digital storytelling on EFL learners' oracy skills and motivation. International Journal of Applied Linguistics and English Literature, 4(3), 144-153.
  • Talan, T. (2021). Meta-analytic and meta-thematic analysis of digital storytelling method. Bartın University Journal of Faculty of Education, 2021(1), 18-38. doi: 10.14686/buefad.706231
  • Tan, M., Lee, S.-S., & Hung, D. W. L. (2014). Digital storytelling and the nature of knowledge. Education and Information Technologies, 19(3), 623-635. doi: 10.1007/s10639-013-9280-x
  • Turan, T., & Şeker, B. S. (2018). The effect of digital stories on fifth-grade students’ motivation. Journal of Education and Future, (13), 65-78.
  • 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.
  • Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Journal of Educational Technology & Society, 14(4), 181-191.
  • 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.

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

Year 2023, Issue: 58, 398 - 430, 02.05.2023
https://doi.org/10.9779/pauefd.1090743

Abstract

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.

References

  • 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.
  • Akgün, M., & Akgün, I. H. (2020). The effect of digital stories on academic achievement: A meta-analysis. Journal of Education and Learning, 9(6), 71-83. doi:10.5539/jel.v9n6p71
  • Alcantud-Diaz, M., Ricart-Vaya, A. , & Gregori-Signes, C. (2014). “Share your experience”. Digital storytelling in English for tourism. Ibérica, 27, 185–204.
  • Alshaye, S. (2021). Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills. Cypriot Journal of Educational Sciences, 16(4), 2049-2069.
  • Atchley, D. (2010). Digital storytelling from soup to nuts. http://www.socialbrite. org/2010/07/21/digital-storytelling-from-soup-to-nuts/. adresinden erişilmiştir.
  • Atılgan, H. (2017). Madde ve test istatistikleri. H. Atılgan (Ed.), Eğitimde ölçme ve değerlendirme içinde (10. Baskı, ss. 259-280). Ankara: Anı Yayıncılık.
  • Baki, Y. (2019). Türkçe öğretmeni adaylarının yaratıcı yazma becerilerinin geliştirilmesinde dijital öykülerin etkisi. Ana Dili Eğitimi Dergisi, 7(4), 964-995.
  • Balaman, F. (2016). The effect of digital storytelling technique on the attitudes of students toward teaching technologies. Pegem Journal of Education and Instruction, 6(2), 147-168. doi 10.14527/pegegog.2016.009
  • Barrett, H. (2009). How to create simple digital stories. http://electronicportfolios. com/digistory/howto.html adresinden alınmıştır.
  • Başaran, H. (2019). İlkokul dördüncü sınıf sosyal bilgiler dersinde dijital hikâyelerle desteklenmiş öğretimin akademik başarı, tutum, motivasyon, bilişüstü düşünme ve karar verme stratejilerine etkisi. Yayınlanmamış yüksek lisans tezi, Recep Tayyip Erdoğan Üniversitesi, Rize.
  • Behmer, S. (2005). Digital storytelling: Examining the process with middle school students. Proceedings of Society for Information Technology & Teacher Education International Conference (1), 822-827.
  • Bello, L. K., Ojebisi, A. O., & Adebanjo, A. A. (2021). The impact of perceived relevance and technology anxiety on readiness to use digital storytelling. International Journal of Teacher Education and Professional Development (IJTEPD), 4(2), 82-96.
  • Britt, (2008). Social studies-library of congress has old and new resources. Learning and Leading with Technology, 36(3), 32.
  • Bromberg, N. R., Techatassanasoontorn, A. A., & Andrade, A. D. (2013). Engaging students: Digital storytelling in information systems learning. Pacific Asia Journal of the Association for Information Systems, 5(1), 1–22.
  • Bromberg, N. R. , Techatassanasoontorn, A. A. , & Díaz Andrade, A. (2013). Engaging students: Digital storytelling in information systems learning. Pacific Asia Journal of the Association for Information Systems, 5, 1–22.
  • Bugis, Y. M., (2018).Creating digital stories with saudi arabian pre-service teachers: Using the analysis, design, development, ımplementation, and evaluation model to promote lesson plan development. Dissertations doctoral thesis, University of Northern Colorado, ABD.
  • Büyükcengiz, M. (2017). Dijital öyküleme metodunun ortaokul öğrencilerinin fen bilimleri dersi akademik başarı, bilimsel süreç becerileri ve derse yönelik tutumlarına etkisi. Yayımlanmamış yüksek lisans tezi, Akdeniz Üniversitesi, Antalya.
  • Campbell, T. A. (2012). Digital storytelling in an elementary classroom: Going beyond entertainment. Procedia-Social and Behavioral Sciences, 69, 385-393.
  • Can, A. (2017). SPPS ile bilimsel araştırma sürecinde nicel veri analizi (5. Baskı). Ankara: Pegem Akademi
  • Chan, B. S., Churchill, D., & Chiu, T. K. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research (JIER), 13(1), 1-16.
  • Crane, B. (2008). Digital storytelling changes the way we write stories. Information Searcher, 18(1), 1, 3-9, 35.
  • Creswell, J.W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). Thousand Oaks, California: Sage Publications, Inc
  • Creswell, J.W. (2015). A concise introduction to mixed methods research. Thousand Oaks, California: Sage Publications, Inc.
  • Creswell, J.W., & Plano-Clark, V.L. (2007). Designing and conducting: Mixed methods research. Thousand Oaks, California: Sage Publication, Inc.
  • Çakmak, Z., & Aslan, S. (2016). Sosyal bilgiler dersi öğretimine yönelik öğretmen ve öğretmen adayı görüşlerinin değerlendirilmesi. Current Research in Education, 2(1), 29-41.
  • Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of pre-service teachers. Thinking Skills and Creativity, 39, 100760. doi: 10.1016/j.tsc.2020.100760
  • Çoruk, H., & Seferoğlu, S. S. (2020). Dijital öykü oluşturma sürecinin öğrenenlerin yansıtıcı düşünme becerilerinin gelişimine etkisi. Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi, 1(1), 1-23.
  • Dawkins, S., & O'Neill, M. (2011). Teaching literate language in a storytelling intervention. Australian Journal of Language and Literacy, 34(3), 294-307.
  • Demir, T. (2019). Dijital öykülerin ilköğretim 5. sınıf öğrencilerinin motivasyon, tutum ve başarılarına etkisi. Yayınlanmamış yüksek lisans tezi, Balıkesir Üniversitesi, Balıkesir.
  • Demirbas, İ., & Sahin, A. (2020). A systemic analysis of research on digital storytelling in Turkey. International Journal of Progressive Education, 16(4), 45-65.
  • Demirer, V. (2013). İlköğretimde e-öyküleme kullanımı ve etkileri (Yayınlanmamış Doktora Tezi). Necmettin Erbakan Üniversitesi, Konya.
  • Di Blas, N., & Paolini, P. (2013). Beyond the school’s boundaries: PoliCultura, a large-scale digital storytelling initiative. Journal of Educational Technology & Society, 16(1), 15-27.
  • Duveskog, M., Tedre, M., Sedano, C. I., & Sutinen, E. (2012). Life planning by digital storytelling in a primary school in rural Tanzania. Journal of Educational Technology & Society, 15(4), 225-237.
  • Elwood, S. (2010, March). Digital Storytelling: Strategies Using VoiceThread. In Society for Information Technology & Teacher Education International Conference (pp. 1075-1079). Association for the Advancement of Computing in Education (AACE).
  • Emert, T. (2014). Interactive digital storytelling with refugee children. Language Arts, 91(6), 401-415.
  • Erdogan, E. (2021). The impact of digital storytelling on the academic achievement and democratic attitude of primary school students. Educational Policy Analysis and Strategic Research, 16(1), 427-448. doi: 10.29329/epasr.2020.334.22
  • Eroglu, A., & Okur, A. (2021). The effect of digital storytelling on digital literacy skills of the 7th graders at secondary school. International Online Journal of Educational Sciences, 13(4). 1235-1253. doi: 10.15345/iojes.2021.04.018 Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: McGraw-Hill. Frazel, M. (2010). Digital storytelling: Guide for educators. Eugene (Estados Unidos): International Society for Technology in Education, 2010.
  • Garrety, C. (2008). Digital storytelling: An emerging tool for student & teacher learning .Unpublished doctoral dissertation, Iowa State University, ABD.
  • Glassner, A. (2001, September). Interactive storytelling: People, stories, and games. In International Conference on Virtual Storytelling (pp. 51-60). Springer, Berlin, Heidelberg.
  • Gordon, C. (2011). Digital storytelling in the classroom: Three case studies. (Unpublished doctoral dissertation, Arizona State University, ABD.
  • Göktaş, Y. (2006). The current status of information and communication technologies integration into schools of teacher education and K-12 in Turkey. Unpublished doctoral thesis, Middle East Technical University, Ankara.
  • Gömleksiz, M. N., & Pullu, E. K. (2017). Toondoo ile dijital hikâyeler oluşturmanın öğrenci başarısına ve tutumlarına etkisi. Electronic Turkish Studies, 12(32). 95-110.
  • Gönenç, S., & Açıkalın, M. (2017). Sosyal bilgiler öğretmenlerinin sosyal bilgiler öğretiminde karşılaştıkları sorunlar ve bunlara getirdikleri çözüm önerileri. Trakya Üniversitesi Eğitim Fakültesi Dergisi,7(1), 26-41.
  • Gregori-Signes, C. (2014). Digital storytelling and multimodal literacy in education. Porta Linguarum, 22, 237–250. Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53.
  • Heo, M. (2009). Digital storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology. Journal of Educational Multimedia and Hypermedia, 18(4), 405-428.
  • Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research & Development, 55(3), 223–252.
  • Hung, C. M., Hwang, G. J., & Huang, I. (2012). A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368-379.
  • Hurlburt, G. F. , & Voas, J. (2011). Storytelling: From cave art to digital media. IT Professional, 13, 4–7.
  • Jakes, D. S., & Brennan, J. (2005). Digital storytelling, visual literacy and 21st century skills. In Online Proceedings of the Tech Forum, New York.
  • Kan, A. (2017). Ölçme aracı geliştirme. S. Tekindal (Ed.), Eğitimde ölçme ve değerlendirme içinde (5. baskı, ss. 241-277). Ankara: Pegem A Yayıncılık.
  • Karataş, B. (2019). Dijital öykü kullanımının sosyal bilgiler dersinde öğrencilerin akademik başarı ve tutumlarına etkisi. Yayınlanmamış yüksek lisans tezi, Muğla Sıtkı Koçman Üniversitesi, Muğla.
  • Kenar, İ., & Balcı, M. (2012). İlköğretim 4. ve 5. sınıf öğrencileri için teknolojiye yönelik tutum ölçeğinin geliştirilmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 33, 303-314.
  • 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.
  • Kotluk, N., & Kocakaya, S. (2017). The effect of creating digital storytelling on secondary school students' academic achievement, selfefficacy perceptions and attitudes toward physics. International Journal of Research in Education and Science (IJRES), 3(1), 218-227.
  • Kulla-Abbott, T. M. 2006. Developing literacy practices through digital storytelling. Unpublished doctoral dissertation, University of Missouri-St. Louis, ABD.
  • 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.
  • National Council for the Social Studies [NCSS]. (1994). National Council for social studies. introduction. Retrieved from https://www. socialstudies.org/ standards/ introduction adresinden alınmıştır.
  • National Council of Teachers of English. (1992). Guideline on teaching storytelling. NCTE Position Statement. www.ncte.org/ positions/statements/teachingstorytelling adresinden alınmıştır.
  • 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.
  • Partnership for 21st Century Skills: The intellectual and policy foundations of the 21st century skills framework (n.d.). http://route21.p21.org/images/ stories/ epapers/ skills_foundations_final.pdf adresinden alınmıştır.
  • 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.
  • Schunk, D. H. (2009). Öğrenme teorileri. Eğitimsel bir bakışla. Şahin, M. (Çev. Ed). (pp.1- 26). Ankara: Nobel Yayıncılık.
  • Selanik-Ay, T. (2020). Sosyal bilgiler öğretiminde dijital öyküleme ile efsanelerden yararlanma: Nitel bir araştırma. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(4), 1623-1638. doi: 10.17240/aibuefd.2020.20.58249-613142
  • Sevilla Pavon, A., Serra-Camara, B., & Gimeno Sanz, A. M. (2012). The Use of Digital Storytelling for ESP in a Technical English Course for Aerospace Engineers. The Eurocall Review, 20(2), 68-79.
  • Shapley, K., Sheehan, D., Maloney, C., & Caranikas-Walker, F. (2010). Evaluating the implementation fidelity of technology immersion and its relationship with student achievement. Journal of Technology, Learning, and Assessment, 9(4), 1–68.
  • Smith, J. (2018). An action research investigation into an early childhood digital storytelling-based solution. Unpublished doctoral dissertation, University of Concordia, Montreal.
  • Smolin, L., & Lawless, K. A. (2011). Evaluation across contexts: Evaluating the impact of technology integration professional development partnerships. Journal of Digital Learning in Teacher Education, 27(3), 92-98.
  • Stenhouse, V. L., & Schafer, N. J. (2019). Empowering teachers through digital storytelling: A multimedia capstone project. Journal of Digital Learning in Teacher Education, 35(1), 6-19.
  • Susskind, J. E. (2005). PowerPoint’s power in the classroom: Enhancing students’ self-efficacy and attitudes. Computers & Education, 45(2), 203-215.
  • Tahriri, A., Tous, M. D., & MovahedFar, S. (2015). The impact of digital storytelling on EFL learners' oracy skills and motivation. International Journal of Applied Linguistics and English Literature, 4(3), 144-153.
  • Talan, T. (2021). Meta-analytic and meta-thematic analysis of digital storytelling method. Bartın University Journal of Faculty of Education, 2021(1), 18-38. doi: 10.14686/buefad.706231
  • Tan, M., Lee, S.-S., & Hung, D. W. L. (2014). Digital storytelling and the nature of knowledge. Education and Information Technologies, 19(3), 623-635. doi: 10.1007/s10639-013-9280-x
  • Turan, T., & Şeker, B. S. (2018). The effect of digital stories on fifth-grade students’ motivation. Journal of Education and Future, (13), 65-78.
  • 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.
  • Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Journal of Educational Technology & Society, 14(4), 181-191.
  • 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.
There are 103 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Zeynep Başcı Namlı 0000-0003-2865-5976

Fatih Kayaalp 0000-0001-7640-5045

Elif Meral 0000-0002-2560-0120

Publication Date May 2, 2023
Submission Date March 20, 2022
Acceptance Date September 30, 2022
Published in Issue Year 2023 Issue: 58

Cite

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