Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2023, Cilt: 5 Sayı: 1, 203 - 232, 25.06.2023
https://doi.org/10.48166/ejaes.1296395

Öz

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

Yok

Kaynakça

  • Akgul, G., & Tanriseven, I. (2019). The effect of using creative drama in the digital storytelling process on students’ scientific creativity and digital story in science and technology class. Kastamonu Education Journal, 27(6), 2501-2512. https://doi.org/10.24106/kefdergi.3379.
  • Atabey, N., Topçu, M. S., & Çiftçi, A. (2018). The investigation of socioscientific issues scenarios: A content analysis research. International Journal of Society Researches, 9(16). https://doi.org/10.26466/opus.474224
  • Bosser, U., & Lindahl, M. (2017). Students’ positioning in the classroom: A study of teacher-student interactions in a socioscientific issue context. Research in Science Education. (49),371-390. https://doi.org/10.1007-/s11165-017-9627-1.
  • Chan, B., Churchill, D., & Chiu, T. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research, 13(1), 1-16.
  • Clark, J., Porath, S., Thiele, J., & Jobe, M. (2020). Action Research. NPP eBooks. 34. https://newprairiepress.org/ebooks/34
  • Craciun, D., Craciun, P., & Bunoiu, M. (2016). Digital storytelling as a creative teaching method in Romanian science education. In B. Akkuş, Y. Öktem, L. Ş. Yalçin, R. B. Çakirli Mutlu, & G. Süsoy Dogan (Eds.), Proceedings of the 9th International Physics Conference of The Balkan Physical Union (BPU9) (Vol. 1722, No. 1, p. 310001). AIP Publishing
  • Dawson, V., & Carson, K. (2017). Using climate change scenarios to assess high school students’ argumentation skills. Research in Science & Technological Education, 35(1), 1-16.
  • Demirer, V. (2013). Use of e-storytelling in primary education and its effects. [Unpublished doctoral dissertation]. Necmettin Erbakan University.
  • Dogan, B., & Robin, B. (2008). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. In Society for Information Technology & Teacher Education International Conference, 1, 902-907.
  • Es, H., & Ozturk, N. (2021). An activity for transferring the multidimensional structure of SSI to middle school science courses: I discover myself in the decision-making process with SEE-STEP!. Researh in Science Education, 51,889-910, https://doi.org/10.1007/s11165-019-09865-1
  • Evren Yapicioglu, A., & Kaptan, F. (2018). Contribution of socioscientific issue based instruction approach to development of argumentation skills: A mixed research method. Ondokuz Mayis University Journal of Education Faculty,37(1),1-19. https://doi.org/10.7822/omuefd.278052
  • Han Tosunoglu, C., & Irez, S. (2017). Biology teachers’ understanding of socioscientific issues. Uludag University Journal of Faculty of Education, 30(2), 833-860.
  • Hoban, G., Nielsen, W., & Shepherd, A. (2015). Student-generated digital media in science education New York, NY: Routledge
  • Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A project-based digital storytelling approach for ımproving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368–379.
  • Jho, H. (2015). A literature review of studies on decision-making in socio-scientific ıssues. Journal of the Korean Association for Science Education, 35(5), 791-804.
  • Junco, R. (2015). Student class standing, facebook use and academic performance. Journal of Applied Developmental Psychology, 36(1), 18-29.
  • Kocaman Karoglu, A. (2015). The changing nature of storytelling by means of technology in the instructional process: Digital storytelling. Educational Technology Theory and Practice, 5(2), 89-106, 10.17943/etku.29277
  • Kotluk, N., & Kocakaya, S. (2016). Researching and evaluating digital storytelling as a distance education tool in physics instruction: An application with preservice physics teachers. Turkish Online Journal of Distance Education, 17(1), 87-99.
  • Knight, A. M., & McNeill, K. L. (2015). Comparing students’ individual written and collaborative oral socioscientific arguments. International Journal of Environmental Science Education, 10(5), 623-647. https://doi.org/10.12973/ijese.2015.258a
  • Levinson, R. & Turner, S. (2001). The teaching of social and ethical issues in the school curriculum, arising from developments in biomedical research: a research study of teachers. London: Institute of Education, University of London.
  • Lin, T. C., Lin, T. J., & Tsai C. C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372.
  • Lin, Y. R., & Hung, J. F. (2016). The analysis and reconciliation of students’ rebuttals in argumentation activities. International Journal of Science Education, 38(1), 130-155.
  • Matthews, J. (2014). Voices from the heart: The use of digital storytelling in education. Community Practitioner, 87(1), 28-30.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook, (2nd Edition), California: Sage Publications.
  • Ministry of National Education [MoNE] (2018). Science education program (primary and middle school 3, 4, 5, 6, 7, 8. Grade. Ankara.
  • National Research Council [NRC] (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. In Committee on a conceptual framework for new K-12 science education standards. Board on science education, division of behavioral and social sciences and education. Washington, DC: The National Academies Press.
  • Ozturk, N., & Bozkurt Altan, E. (2018). Pre-service science teachers’computational thinking experience of teaching socio-scientific issues: Digital story design. International Congresses on Education, 28 June-1 July. Istanbul, Turkey
  • Park, S., Ko, Y., & Lee, H. (2017). Students’ perception on the effects of the SSI instruction using digital storytelling approaches. Journal of the Korean Association for Science Education, 37(1), 181-192.
  • Presley, M. L., Sickel, A. J., Muslu, N., Merle-Johnson, D., Witzig, S. B., Izci, K., & Sadler, T. D. (2013). A framework for socio-scientific issues based education. Science Educator, 22, 26-32.
  • Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
  • Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Education Techology Research Development,56, 487-506. https://doi.org/10.1007/s11423-008-9091-8
  • Sadler, T., Foulk, J., & Friedrichsen, P. (2017) Socio-scientific issue based education for three dimensional learning: Derivation of instructional model. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87.
  • Sancar Tokmak, H., Surmeli, H., & Ozgelen, S. (2014), TPACK development after creating digital stories. International Journal of Environmental & Science Education, 9, 247-264.
  • Seckin Kapucu, M., & Yurtseven Avci, Z. (2020). The digital story of science: Experiences of pre-service science teachers. Journal of Education in Science, Environment and Health, 6(2), 148-168. https://doi.org/10.21891/ jeseh.689444
  • Shea, N. A., Duncan, R. G., & Stephenson, C. (2015). A tri-part model for genetics literacy: Exploring undergraduate student reasoning about authentic genetics dilemmas. Research in Science Education, 45, 485-507. https://doi.org/10.1007/s11165-014-9433-y
  • Sicimoglu, B. (2020). Investigation of 7th graders’ scientific literacy levels based on their informal reasoning levels regarding socio-scientific issues: A mixed method study. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 52, 460-481. https://doi.org/10.15285/maruaebd.674490
  • Smith, B. E., Shen, J., & Jiang, S. (2019). The science of storytelling: Middle schoolers engaging with socioscientific issues through multimodal science fictions. Voices from the Middle 26(4), 50-55.
  • Titus, U. B. (2012). Digital storytelling in a science curriculum: the process of digital storytelling to help the needs of fourth grade students understand the concepts of food chains. [Unpublished master's thesis]. University of Hofstra: New York.
  • Tomas, L., & Ritchie, S. M. (2014). The challenge of evaluating students' scientific literacy in a writing-to-learn context. Research in Science Education, 44, 1-18.
  • Tsai, C. Y. (2018). The effect of online argumentation of socio-scientific issues on students' scientific competencies and sustainability attitudes. Computers & Education, 116, 14-27
  • Uslupehlivan, E., Kurtoğlu Erden, M., & Cebesoy, U. B. (2017). Digital story creation experiences of pre-service teachers. Usak University Journal of Social Sciences 10(2), 1-22
  • Wu, W. C., & Yang, Y. T. (2008). The impact of digital storytelling and of thinking styles on elementary school students’ creative thinking, learning motivation, and academic achievement. K. McFerrin v.d. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference, 975-981, Chesapeake, VA: AACE.
  • Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation. A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012
  • Yildirim, A., & Simsek, H. (2016). Qualitative research methods. Seckin Publishing.
  • Yuksel, P. (2011). Using digital storytelling in early childhood education a phenomenological study of teachers’ experiences.[Unpublished doctoral dissertation]. The Middle East Technical University.
  • Zeidler, D. L., Herman, B. C., & Sadler, T. D. (2019). New directions in socioscientific issues research. Disciplinary and Interdisciplinary Science Education Research,1(11), https://doi.org/10.1186/s43031-019-0008-7

IS DIGITAL STORYTELLING FUNCTIONAL IN SOCIOSCIENTIFIC ISSUES? PRE-SERVICE TEACHERS' EXPERIENCES

Yıl 2023, Cilt: 5 Sayı: 1, 203 - 232, 25.06.2023
https://doi.org/10.48166/ejaes.1296395

Öz

This study sought answers to the following question: “Is digital storytelling functional in teaching socioscientific issues?” In the framework of the study, digital stories were prepared individually by nine pre-service teachers on nine different socioscientific topics to find the answer to this question. The data of the present study, which was conducted with action research, were collected by using two different methods: pre and post-interviews and digital stories. Content analysis was used to analyze the interviews and the digital stories were analyzed by using the "digital story evaluation rubric". According to the results obtained during pre-interviews, the participants did not have digital storytelling experience before and did not have much knowledge about digital storytelling. After the implementation, the participants had predominantly positive views towards digital storytelling and that the digital storytelling could be a functional method in teaching socioscientific issues. When the participant products (digital stories) were evaluated in line with the criteria in the literature, it was concluded that the digital stories were prepared at a very satisfactory level, but the content part in the digital stories prepared by the participants lacked discussion questions about the selected socioscientific issues and the issues could not be addressed in an impartial way.

Proje Numarası

Yok

Kaynakça

  • Akgul, G., & Tanriseven, I. (2019). The effect of using creative drama in the digital storytelling process on students’ scientific creativity and digital story in science and technology class. Kastamonu Education Journal, 27(6), 2501-2512. https://doi.org/10.24106/kefdergi.3379.
  • Atabey, N., Topçu, M. S., & Çiftçi, A. (2018). The investigation of socioscientific issues scenarios: A content analysis research. International Journal of Society Researches, 9(16). https://doi.org/10.26466/opus.474224
  • Bosser, U., & Lindahl, M. (2017). Students’ positioning in the classroom: A study of teacher-student interactions in a socioscientific issue context. Research in Science Education. (49),371-390. https://doi.org/10.1007-/s11165-017-9627-1.
  • Chan, B., Churchill, D., & Chiu, T. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research, 13(1), 1-16.
  • Clark, J., Porath, S., Thiele, J., & Jobe, M. (2020). Action Research. NPP eBooks. 34. https://newprairiepress.org/ebooks/34
  • Craciun, D., Craciun, P., & Bunoiu, M. (2016). Digital storytelling as a creative teaching method in Romanian science education. In B. Akkuş, Y. Öktem, L. Ş. Yalçin, R. B. Çakirli Mutlu, & G. Süsoy Dogan (Eds.), Proceedings of the 9th International Physics Conference of The Balkan Physical Union (BPU9) (Vol. 1722, No. 1, p. 310001). AIP Publishing
  • Dawson, V., & Carson, K. (2017). Using climate change scenarios to assess high school students’ argumentation skills. Research in Science & Technological Education, 35(1), 1-16.
  • Demirer, V. (2013). Use of e-storytelling in primary education and its effects. [Unpublished doctoral dissertation]. Necmettin Erbakan University.
  • Dogan, B., & Robin, B. (2008). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. In Society for Information Technology & Teacher Education International Conference, 1, 902-907.
  • Es, H., & Ozturk, N. (2021). An activity for transferring the multidimensional structure of SSI to middle school science courses: I discover myself in the decision-making process with SEE-STEP!. Researh in Science Education, 51,889-910, https://doi.org/10.1007/s11165-019-09865-1
  • Evren Yapicioglu, A., & Kaptan, F. (2018). Contribution of socioscientific issue based instruction approach to development of argumentation skills: A mixed research method. Ondokuz Mayis University Journal of Education Faculty,37(1),1-19. https://doi.org/10.7822/omuefd.278052
  • Han Tosunoglu, C., & Irez, S. (2017). Biology teachers’ understanding of socioscientific issues. Uludag University Journal of Faculty of Education, 30(2), 833-860.
  • Hoban, G., Nielsen, W., & Shepherd, A. (2015). Student-generated digital media in science education New York, NY: Routledge
  • Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A project-based digital storytelling approach for ımproving students' learning motivation, problem-solving competence and learning achievement. Educational Technology & Society, 15(4), 368–379.
  • Jho, H. (2015). A literature review of studies on decision-making in socio-scientific ıssues. Journal of the Korean Association for Science Education, 35(5), 791-804.
  • Junco, R. (2015). Student class standing, facebook use and academic performance. Journal of Applied Developmental Psychology, 36(1), 18-29.
  • Kocaman Karoglu, A. (2015). The changing nature of storytelling by means of technology in the instructional process: Digital storytelling. Educational Technology Theory and Practice, 5(2), 89-106, 10.17943/etku.29277
  • Kotluk, N., & Kocakaya, S. (2016). Researching and evaluating digital storytelling as a distance education tool in physics instruction: An application with preservice physics teachers. Turkish Online Journal of Distance Education, 17(1), 87-99.
  • Knight, A. M., & McNeill, K. L. (2015). Comparing students’ individual written and collaborative oral socioscientific arguments. International Journal of Environmental Science Education, 10(5), 623-647. https://doi.org/10.12973/ijese.2015.258a
  • Levinson, R. & Turner, S. (2001). The teaching of social and ethical issues in the school curriculum, arising from developments in biomedical research: a research study of teachers. London: Institute of Education, University of London.
  • Lin, T. C., Lin, T. J., & Tsai C. C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372.
  • Lin, Y. R., & Hung, J. F. (2016). The analysis and reconciliation of students’ rebuttals in argumentation activities. International Journal of Science Education, 38(1), 130-155.
  • Matthews, J. (2014). Voices from the heart: The use of digital storytelling in education. Community Practitioner, 87(1), 28-30.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook, (2nd Edition), California: Sage Publications.
  • Ministry of National Education [MoNE] (2018). Science education program (primary and middle school 3, 4, 5, 6, 7, 8. Grade. Ankara.
  • National Research Council [NRC] (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. In Committee on a conceptual framework for new K-12 science education standards. Board on science education, division of behavioral and social sciences and education. Washington, DC: The National Academies Press.
  • Ozturk, N., & Bozkurt Altan, E. (2018). Pre-service science teachers’computational thinking experience of teaching socio-scientific issues: Digital story design. International Congresses on Education, 28 June-1 July. Istanbul, Turkey
  • Park, S., Ko, Y., & Lee, H. (2017). Students’ perception on the effects of the SSI instruction using digital storytelling approaches. Journal of the Korean Association for Science Education, 37(1), 181-192.
  • Presley, M. L., Sickel, A. J., Muslu, N., Merle-Johnson, D., Witzig, S. B., Izci, K., & Sadler, T. D. (2013). A framework for socio-scientific issues based education. Science Educator, 22, 26-32.
  • Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
  • Sadik, A. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Education Techology Research Development,56, 487-506. https://doi.org/10.1007/s11423-008-9091-8
  • Sadler, T., Foulk, J., & Friedrichsen, P. (2017) Socio-scientific issue based education for three dimensional learning: Derivation of instructional model. International Journal of Education in Mathematics, Science and Technology, 5(2), 75-87.
  • Sancar Tokmak, H., Surmeli, H., & Ozgelen, S. (2014), TPACK development after creating digital stories. International Journal of Environmental & Science Education, 9, 247-264.
  • Seckin Kapucu, M., & Yurtseven Avci, Z. (2020). The digital story of science: Experiences of pre-service science teachers. Journal of Education in Science, Environment and Health, 6(2), 148-168. https://doi.org/10.21891/ jeseh.689444
  • Shea, N. A., Duncan, R. G., & Stephenson, C. (2015). A tri-part model for genetics literacy: Exploring undergraduate student reasoning about authentic genetics dilemmas. Research in Science Education, 45, 485-507. https://doi.org/10.1007/s11165-014-9433-y
  • Sicimoglu, B. (2020). Investigation of 7th graders’ scientific literacy levels based on their informal reasoning levels regarding socio-scientific issues: A mixed method study. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 52, 460-481. https://doi.org/10.15285/maruaebd.674490
  • Smith, B. E., Shen, J., & Jiang, S. (2019). The science of storytelling: Middle schoolers engaging with socioscientific issues through multimodal science fictions. Voices from the Middle 26(4), 50-55.
  • Titus, U. B. (2012). Digital storytelling in a science curriculum: the process of digital storytelling to help the needs of fourth grade students understand the concepts of food chains. [Unpublished master's thesis]. University of Hofstra: New York.
  • Tomas, L., & Ritchie, S. M. (2014). The challenge of evaluating students' scientific literacy in a writing-to-learn context. Research in Science Education, 44, 1-18.
  • Tsai, C. Y. (2018). The effect of online argumentation of socio-scientific issues on students' scientific competencies and sustainability attitudes. Computers & Education, 116, 14-27
  • Uslupehlivan, E., Kurtoğlu Erden, M., & Cebesoy, U. B. (2017). Digital story creation experiences of pre-service teachers. Usak University Journal of Social Sciences 10(2), 1-22
  • Wu, W. C., & Yang, Y. T. (2008). The impact of digital storytelling and of thinking styles on elementary school students’ creative thinking, learning motivation, and academic achievement. K. McFerrin v.d. (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference, 975-981, Chesapeake, VA: AACE.
  • Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation. A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012
  • Yildirim, A., & Simsek, H. (2016). Qualitative research methods. Seckin Publishing.
  • Yuksel, P. (2011). Using digital storytelling in early childhood education a phenomenological study of teachers’ experiences.[Unpublished doctoral dissertation]. The Middle East Technical University.
  • Zeidler, D. L., Herman, B. C., & Sadler, T. D. (2019). New directions in socioscientific issues research. Disciplinary and Interdisciplinary Science Education Research,1(11), https://doi.org/10.1186/s43031-019-0008-7
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Feride Ercan Yalman 0000-0003-1037-1473

Proje Numarası Yok
Erken Görünüm Tarihi 21 Haziran 2023
Yayımlanma Tarihi 25 Haziran 2023
Gönderilme Tarihi 12 Mayıs 2023
Kabul Tarihi 19 Haziran 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 1

Kaynak Göster

APA Ercan Yalman, F. (2023). IS DIGITAL STORYTELLING FUNCTIONAL IN SOCIOSCIENTIFIC ISSUES? PRE-SERVICE TEACHERS’ EXPERIENCES. Journal of Advanced Education Studies, 5(1), 203-232. https://doi.org/10.48166/ejaes.1296395

25126

     
     drji.png           
                                                                                                                                                               

     logo.png



  asos-index.png  


logo.png


14518

harph63.png