Araştırma Makalesi
BibTex RIS Kaynak Göster

Dijital Hikâyelerin Ortaokul 6. Sınıf Öğrencilerinin Toplumsal Cinsiyet Algıları Üzerindeki Etkisi

Yıl 2025, Cilt: 14 Sayı: 4, 837 - 848

Mizgin Sevgi , Melike Faiz

Öz

Dijital hikâyeleme, sosyal cinsiyetin karmaşık dinamiklerini anlamak ve bu konuya dair farkındalık yaratmak için güçlü bir araçtır. Kişisel deneyimlerin ve kolektif anlatıların dijital platformlarda paylaşılmasına olanak tanır. Bu nedenle bu çalışma, dijital hikâyelemenin ortaokul öğrencilerinin Sosyal Bilgiler derslerinde cinsiyet algıları üzerindeki etkisini incelemeyi amaçlamaktadır. Bu doğrultuda, ön test ve son test kontrol grubu içeren bir deneysel tasarım kullanılmıştır. Araştırma örneklemi, amaçlı örnekleme yöntemlerinden biri olan tipik durum örneklemesi kullanılarak seçilmiştir. 72 altıncı sınıf öğrencisinden oluşan örneklemin 36’sı deneysel, 36’sı ise kontrol grubundadır. Bulgular, gruplar arasında ön test puanları için anlamlı bir fark olmadığını ortaya koymuştur. Ancak, son test puanlarında deneysel grubun lehine anlamlı bir fark gözlemlenmiştir. Bu sonuç, dijital hikâyelemenin öğrencilerin cinsiyet algılarını olumlu şekilde geliştirdiğini göstermektedir. Deneysel grubun son test puanlarının cinsiyete göre analizi, kadın öğrencilerin lehine anlamlı bir fark olduğunu ortaya koymaktadır.

Anahtar Kelimeler

Eğitim sosyal bilgiler dijital hikâyeler cinsiyet toplumsal cinsiyet rolü

Kaynakça

  • Adak, N. (2016). Sosyoloji ve sosyal problemler. sosyal problemler sosyolojisi: Dünyadan ve türkiye’den örnekler (15-35), (2. Baskı). Siyasal.
  • Akkoç, E. (2018). Investigation of gender perception of university students and the factors affecting their perceptions [Unpublished master thesis]. Sanko University.
  • Alabaş, R. Akyüz, H. İ. & Kamer, S. T. (2019). Determination of gender perceptions of undergraduates. Mustafa Kemal University Journal of Social Sciences Institute, 16(44), 429-448.
  • Alptekin, D. (2014). Inquiry of gender discrimination in contrast emotions: A study on perception of gender of youth university, Selcuk University Journal of Institute of Social Sciences, (32), 203-211.
  • Altınova, H. H., & Duyan, V. (2013). The validity and reliability of perception of gender scale. Journal of Society and Social Work, 24(2): 9-22.
  • Altuntaş, O., & Altınova, H. H. (2015). Determining the relationship between gender perception and socioeconomic variables Turkish Studies International Periodical For The Languages, Literature and History of Turkish or Turkic, 10(6), 83- 100. http://dx.doi.org/10.7827/TurkishStudies.7674
  • Arıcı, F. (2011). Gender roles perceptions and psychological well-being of university students [Unpublished master thesis]. Hacettepe University.
  • Aslan, G. (2015). A metaphoric analysis regarding gender perceptions of preservice teachers. Todmem: Education and Science, 40(181), 363-384.
  • Atıcı, B. & Yürük, S. E. (2016). The value of digital story-based educational materials is an influence on students' appreciation. Trakya University Education Faculty Magazine, 7(1), 56-74.
  • Aydın, E. (2010). University Students perception on gender: Hacettepe University sample of Faculty Engineering and Literature [Unpublished master thesis]. Hacettepe University.
  • Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. In C. Crawford, et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 647–654). Chesapeake, VA: AACE.
  • Baki, Y. (2015). The effect of digital stories on the sixth-grade students' writing process. [Unpublished doctoral thesis]. Atatürk University.
  • Başaran, M. (2019). Gender equality education in social studies curriculum and textbooks [Unpublished master thesis]. Necmettin Erbakan University.
  • Başçı, B. & Giray, S. (2016). The survey of multivariate analysis for the undergraduate students’ attitudes towards communal gender roles: The case of Marmara University. Journal of Life Economics, 117-142.
  • Brewster, J., Ellis, G., & Girard, D. (1992). The primary english teacher's guide. Penguin Books. 187.
  • Büyüköztürk, Ş., Çakmak Kılıç, E., Akgün Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Bilimsel araştırma yöntemleri. Pegem A Yayıncılık.
  • Can, A. (2019). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. (8. Baskı). Pegem A Yayıncılık.
  • Ceylan, S. (2022). The investigation of social studies pre services teacher's gender perceptions in terms of several variables [Unpublished master thesis]. Niğde Ömer Halisdemir University.
  • Ciğerci, F. M. & Gültekin, M. (2015). The effects of digital stories on the attitude toward listening. Harran Education Journal, 4(2), 45-73.
  • Clark, V. L. P., & Creswell, J. W. (2008). The mixed methods reader. Sage.
  • Cloete, A. L. (2017). Technology and education: Challenges and opportunities. HTS: Theological Studies, 73(3), 1-7.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Cooper, K., Chassin, L., & Zeiss, A. (1985), The relationship of sex role self concept and sex role attitudes to the marital satisfaction and personal adjustment of dual-worker couples with preschool children, Sex Roles, 12 (1-2), 227-241.
  • Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches. New York: Sage Publications.
  • Çağlayan, E. (2018). Assessment of parents and teachers' attitudes towards values education and practices: Bingöl example. [Unpublished master thesis], Bingöl University.
  • Çelik Demirtaş, S. (2019). Gender perception in adolescents. [Unpublished master thesis], İstanbul University.
  • Çengelci, T. (2013). Determining social and cultural resources being used in the social studies course. Electronic Journal of Social Sciences, 12(43), 219-236.
  • Çifçi, S. (2018). The perception of social gender and affecting factors between the ages of 20-65: Mardin example. [Unpublished doctoral thesis]. Dicle University
  • Dakich, E. (2008). Towards the social practice of digital pedagogies. Nicola Yelland, Greg Neal, and Eva Dakich, (Eds.) In: Rethinking education with ICT. (13-30) Sense Publishers, Rotterdam, The Netherlands,
  • Demir, T. (2019). The effect of digital stories on the motivation, attitude and success of the 5th grade students. [Unpublished master thesis]. Balıkesir University.
  • Demirel, E. (2010). Gender discrimination in social studies textbooks. [Unpublished master thesis]. Dokuz Eylül University.
  • Demirer, V. (2013). Use of e-storytelling in primary education and its effects. [Unpublished doctoral thesis]. Necmettin Erbakan University.
  • Doğan, B., & Robin, B. (2009). Educational uses of digital storytelling: Creating digital storytelling contests for K-12 students and teachers. In Gibson et al. (Eds.). Proceedings of society for Information technology and Teacher Education International Conference 2009 (pp.633-638). Chesapeake, VA: AACE.
  • Dokudan Dinç, E. Y. (2018). Investigation of gender perceptions in a district of Istanbul. [Unpublished doctoral thesis]., İstanbul University.
  • Dökmen, Y. Z. (2004). Toplumsal cinsiyet sosyal psikolojik açıklamalar. Sistem Yayıncılık.
  • Faiz, M. (2018). Opinions of academicians on the concept of social gender role. The Turkish Online Journal of Educational Technology, 2, 245-254.
  • Freund, A. M., Weiss, D. & Wiese, B. S. (2013). Graduating from high school: The role of gender-related attitudes, self-concept and goal clarity in a major transition in late adolescence. European Journal of Developmental Psychology, 10(5), 580-596. ttps://doi.org/10.1080/17405629.2013.772508
  • Frieze, H. I., Ferligoj, A., Kogovsek, I., Horvat, J. & Sarlija, N. (2003). Gender role attitudes in university students in the USA, Slovenia and Croatia. Psychology of Women Quarterly, 27, 256-261.
  • Giddens, A., (2008). Sosyoloji, Kırmızı Yayınları.
  • Gils, F. (2005). Potential applications of digital storytelling in education. In 3rd Twente Student Conference on IT, University of Twente, Faculty of Electrical Engineering, Mathematics and Computer Science, Enschede, February 17–18.
  • Göçen, G. (2014). The effect of digital storytelling on students' academic achievement and study strategies. [Unpublished master thesis]. Muğla Sıtkı Koçman University.
  • Gömleksiz, M. N., & Pullu, E. K. (2017). The effect of digital stories developed by using Toondoo on students’ academic achievement and attitudes Electronic Turkish Studies, 12(32), 95-110.
  • Guzman, R. C. (1996), Attitudes toward traditional versus egalitarian gender roles in dual- earner marriages and their effect on marital satisfaction, [Unpublished master thesis]. California State University.
  • Juni, S., & Grimm, D. W. (1994), Marital satisfaction as a function of dyadic gender role constellations, American Journal of Family Thearaphy, 22 (2), 106-112.
  • Hajnalka, F. (2014). Gender role attitudes among higher education students in a borderland Central Eastern European region called 'Partium'. CEPS Journal, 4(2), 49- 70.
  • Kandemir, K. (2023). The effect of middle school 6th grade social studies course supported by digital story and educational game on the students' academic success, attitudes to the course and social skills. [Unpublished doctoral thesis]. Kastamonu University.
  • Karabulut, B. (2020). Teaching the value of 'patriotism' through activities in life science course, [Unpublished master thesis]. Yıldız Teknik University.
  • Karataş, B. (2019). The effect of the use of digital story on the academic success and attitudes of students in social studies. [Unpublished master thesis], Muğla Sıtkı Koçman University.
  • Karimova, G., Ishanov, P., Mukanova, S., Odintsova, S., & Aratayeva, A. (2023). The effects of using digital stories and media in foreign language teaching. International Journal of Education in Mathematics, Science and Technology, 11(5),1113-1130. https://doi.org/10.46328/ijemst.3599
  • Kharouf, A. E., & Daoud, N. (2019). Gender role attitudes among higher education students in Jordan. Mediterranean Journal of Social Sciences, 10(4), 63-75. https://doi.org/10.2478/mjss-2019-0053
  • Kılıçoğlu, G. (2015). Sosyal bilgiler tanımı, dünyada ve ülkemizde gelişimi ve önemi. M. Safran (Ed.), Sosyal bilgiler öğretimi (ss. 3-16). Pegem Akademi.
  • Kimberly, A., & Mahaffy, K. (2002). The gendering of adolescents’ child bearing and educational plans: reciprocal effect sand the influence of social context. Sex Roles, 46(11/12), 403–417.
  • Koltuk, N., & Kocakaya, S. (2015). Digital storytelling for developing 21st century skills: From high school students' point of view, Journal of Research in Education and Teaching, 4(2), 354-363.
  • Köseoğlu, E. (2023). Digital story applications to develop the basic life skills in life study course. [Unpublished doctoral thesis], Anadolu University.
  • Kuluroğlu Sevinç, M. (2019). Gender perceptions of Turkish teacher candidates. [Unpublished master thesis]. On Sekiz Mart University.
  • Kurtdaş, E. M., & Tuncer, M. (2020). Gender perceptions of social studies teacher students (İnonu University case). Journal of Adıyaman University Social Sciences Institute, (35), 282-321. doi: 10.14520/adyusbd.66782
  • Lee, S. C. (1999), Marital Satisfaction Factors for Korean-Americans, [Unpublished master thesis]. Andrews University.
  • Lee, J. F. K., & Collins, P. (2009). Australian English language textbooks: The gender issues. Gender and Education, 21(4), 353-370.
  • Lye, D. N., & Biblarz, T. J. (1993), The effects of attitudes toward family life and gender roles on marital satisfaction, Journal of Family Issues, 14 (2), 157-188.
  • Lynch, G. & Fleming, D. (2004). Innovation Through Design: A Constructivist Approach to Learning. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2420-2427). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2024 from https://www.learntechlib.org/primary/p/12365/.
  • Malita, L., &Martin, C. (2010). Digital Storytelling as web passport to success in the 21st Century. Procedia Social and Behavioral Scienses. (2), (pp.3060-3064). https://doi.org/10.1016/j.sbspro.2010.03.465.
  • Marshall, G., (1999). Sociology dictionary, (Translator. Osman Akınhay-Derya Kömürcü), Ankara: Science and Art Press
  • Marquez, J., Inchley, J., & Long, E. (2022). Cross-country and gender differences in factors associated with population-level declines in adolescent life satisfaction. Child Indicators Research, 15(4), 1405-1428. https://doi.org/10.1007/s12187-022-09993-7
  • McDonald, S., & Stahl, G. (2024). Girls do this, guys do that’: how first-in-family students negotiate working-class gendered subjectivities during a time of social change. Aust. Educ. Res. 51, 973–993. https://doi.org/10.1007/s13384-024-00717-0
  • McMillan, J. H. & Schumacher, S. (2009). Research in education: Evidence-based inquiry (7th Edt.). London: Pearson.
  • Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual communication, 2(2), 189-193.
  • Ministry of National Education (2018). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). MEB Yayınevi.
  • Nam, C. W. (2017). The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412-427. https://doi.org/10.1080/10494820.2015.1135173
  • Normann, A. (2011). Digital storytelling in second language learning [Unpublished master thesis]. Norwegian University of Science and Technology.
  • Öngen, B., & Aytaç, S. (2013). Attitudes of university students regarding to gender roles and relationship with life values. Istanbul Journal of Sociological Studies, (48), 1- 18.
  • Önsan, Ö. (2021). Social studies teachers' gender perceptions. [Unpublished master thesis]. Uşak University).
  • Özpınar, İ. (2017). Alternate title: Preservice mathematics teachers' opinions on the use of digital stories and instructional environments. Bartın University Journal of Faculty of Education, 6(3), 1189- 1210. https://doi.org/10.14686/buefad.340057
  • Öztürk, A. N. (2023). The effect of digital games integrated with digital stories on 5th grade students' academic achievement and motivation in percentages. (Master Thesis, Kafkas University).
  • Pala, F. (2020). The effects of digital storytelling supported group study on academic achievements, attitudes and retention in the social studies. [Unpublished Doctoral Thesis]. Atatürk University).
  • Pala, F. (2021). The effect of using digital stories in the context of the social studies lesson journey to history unit on student academic achievement and retention. Dumlupınar University Graduate School of Education Journal, 5(2), 43-58.
  • Pınar, G., Taşkın, L., & Eroğlu, K. (2008). The behaviours of the students in dormitory of Baskent University against sexual role patterns. Journal of Hacettepe University Faculty of Nursing, 15(1), 47–57.
  • Polater, C. (2019). Values education with digital storytelling implementation in primary school fourth year. [Unpublished master thesis]. İnönü University.
  • Rice, F. P. (1996). Intimate relationships, marriages, and families. California: Mayfield Publishing.
  • Robin, B., & Pierson, M. (2005). A multilevel approach to using digital storytelling in the classroom. Digital Storytelling Workshop, SITE 2005, University of Houston. https://retapedia.pbworks.com/f/Using+Digital+Storytelling+in+the+Classroom.pdf Retrieved 16 December 2024.
  • Sandaran, S. C., & Kia, L. C. (2013). The use of digital stories for listening comprehension among primary Chinese medium school pupils: Some preliminary findings. Sains Humanika, 65(2), 126-131. https://doi.org/10.11113/sh.v65n2.107
  • Seçgin, F. (2012). The effect of gender activities in social studies lesson on the perception and attitude of the primary education students. [Unpublished doctoral thesis]. Gazi University.
  • Seçgin, F., & Kurnaz, Ş. (2015). The effect of gender activities in social studies lesson on the perception and attitude of the primary education students, International Journal of Turkish Education Sciences, (5), 24-38.
  • Seçgin, F., & Tural A. (2011). Attitudes on gender roles of primary school teacher candidates. E-Journal of New World Sciences Academy, 6(4), 2446-2458.
  • Sever, T. (2014). An investigation into the impact of digital storytelling on the student's motiva. [Unpublished master thesis]. Çanakkale Onsekiz Mart University.
  • Sis Çelik, A., Pasinlioğlu, T., Tan, G., & Koyuncu, H. (2013). Determination of university students’ attitudes about gender equality, Florence Nightingale Journal of Nursing, 21(3), 181-186.
  • Smeda, N., Dakich, E. & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environment. 1(6), 2-21. https://doi.org/10.1186/s40561-014-0006-3
  • Standley, M. (2023). Digital Storytelling: Using new technology and the power of stories to help our students learn-and teach. Cable in the Classroom(www.ciconline.org), 16–18
  • Tabachnick, B. & Fidell, G. (2013). Using multivariate statistics. (sixth ed.). Pearson, Boston.
  • Tecedor, M. (2024). Digital storytelling: changing learners’ attitudes and self-efficacy beliefs. Applied Linguistics, 45(1), 65-87. https://doi.org/10.1093/applin/amad002
  • Timurturkan, M. (2016). Cinsiyet eşitsizliği sorunu. (2. Baskı), (N. Adak, Ed.), Sosyal problemler sosyolojisi: Dünyadan ve Türkiye'den örnekler (ss. 135-163). Siyasal Yayınları.
  • Torgrimson, B. N., & Minson, C. T. (2005). Sex and gender: What is the difference?. Journal of Applied Physiology, 99, 785-787.
  • Torun, B. (2016). The effect of digital storytelling use on 6th class students' achievements, attitude and scientific process skills,. [Unpublished master thesis]. Kastamonu University.
  • Trommsdorff, G., & Iwawaki, S. (1989). Students' perceptions of socialisation and gender role in Japan and Germany. International Journal of Behavioral Development, 12(4), 485-493.
  • Vefikuluçay, D., Demirel, S., Taşkın, L., & Eroğlu, K. (2007). Perception of and views on gender roles of senior students enrolled at Kafkas University, Journal of Hacettepe University Faculty of Nursing, 14(2), 12–27.
  • Yağan Güder, S. (2014). Investigating preschool children's perception of gender [Unpublished master thesis]. Hacettepe University.
  • 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
  • Yogev, Ş. (2006). Gender role acquisition among adolescents-the effect of family, school and friends. [Unpublished master thesis]. Ankara University.
  • Yürük, S. E. (2015). The effect of digital story based values education on students' attitudes and value acquisiton. [Unpublished master thesis]. Fırat University.
  • Zeyneloğlu, S. (2008). Attitudes of nursing students enrolled at universities in Ankara towards gender roles. [Unpublished master thesis]. Hacettepe University.

The Impact of Digital Stories on Gender Perceptions of 6th Grade Middle School Students

Yıl 2025, Cilt: 14 Sayı: 4, 837 - 848

Mizgin Sevgi , Melike Faiz

Öz

Digital storytelling is a powerful tool for understanding the complex dynamics of social gender and fostering awareness of this issue. It enables the sharing of personal experiences and collective narratives on digital platforms. Thus, this study aims to investigate the effect of digital storytelling on middle school students' perceptions of gender in Social Studies courses. To this end, the study employed an experimental design. The research sample was selected using typical case sampling, one of the purposive sampling methods. Of the sample of 72 sixth-grade students, 36 were in the experimental group and 36 were in the control group. The results revealed no significant difference between the pre-test scores of the groups. However, a significant difference favouring the experimental group was observed in the post-test scores. This result suggests that digital storytelling positively develops students' gender perceptions. Analysis of the post-test scores of the experimental group by gender reveals a significant difference in favor of female students.

Anahtar Kelimeler

Education social studies digital stories gender gender role

Kaynakça

  • Adak, N. (2016). Sosyoloji ve sosyal problemler. sosyal problemler sosyolojisi: Dünyadan ve türkiye’den örnekler (15-35), (2. Baskı). Siyasal.
  • Akkoç, E. (2018). Investigation of gender perception of university students and the factors affecting their perceptions [Unpublished master thesis]. Sanko University.
  • Alabaş, R. Akyüz, H. İ. & Kamer, S. T. (2019). Determination of gender perceptions of undergraduates. Mustafa Kemal University Journal of Social Sciences Institute, 16(44), 429-448.
  • Alptekin, D. (2014). Inquiry of gender discrimination in contrast emotions: A study on perception of gender of youth university, Selcuk University Journal of Institute of Social Sciences, (32), 203-211.
  • Altınova, H. H., & Duyan, V. (2013). The validity and reliability of perception of gender scale. Journal of Society and Social Work, 24(2): 9-22.
  • Altuntaş, O., & Altınova, H. H. (2015). Determining the relationship between gender perception and socioeconomic variables Turkish Studies International Periodical For The Languages, Literature and History of Turkish or Turkic, 10(6), 83- 100. http://dx.doi.org/10.7827/TurkishStudies.7674
  • Arıcı, F. (2011). Gender roles perceptions and psychological well-being of university students [Unpublished master thesis]. Hacettepe University.
  • Aslan, G. (2015). A metaphoric analysis regarding gender perceptions of preservice teachers. Todmem: Education and Science, 40(181), 363-384.
  • Atıcı, B. & Yürük, S. E. (2016). The value of digital story-based educational materials is an influence on students' appreciation. Trakya University Education Faculty Magazine, 7(1), 56-74.
  • Aydın, E. (2010). University Students perception on gender: Hacettepe University sample of Faculty Engineering and Literature [Unpublished master thesis]. Hacettepe University.
  • Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. In C. Crawford, et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 647–654). Chesapeake, VA: AACE.
  • Baki, Y. (2015). The effect of digital stories on the sixth-grade students' writing process. [Unpublished doctoral thesis]. Atatürk University.
  • Başaran, M. (2019). Gender equality education in social studies curriculum and textbooks [Unpublished master thesis]. Necmettin Erbakan University.
  • Başçı, B. & Giray, S. (2016). The survey of multivariate analysis for the undergraduate students’ attitudes towards communal gender roles: The case of Marmara University. Journal of Life Economics, 117-142.
  • Brewster, J., Ellis, G., & Girard, D. (1992). The primary english teacher's guide. Penguin Books. 187.
  • Büyüköztürk, Ş., Çakmak Kılıç, E., Akgün Ö. E., Karadeniz, Ş., & Demirel, F. (2020). Bilimsel araştırma yöntemleri. Pegem A Yayıncılık.
  • Can, A. (2019). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. (8. Baskı). Pegem A Yayıncılık.
  • Ceylan, S. (2022). The investigation of social studies pre services teacher's gender perceptions in terms of several variables [Unpublished master thesis]. Niğde Ömer Halisdemir University.
  • Ciğerci, F. M. & Gültekin, M. (2015). The effects of digital stories on the attitude toward listening. Harran Education Journal, 4(2), 45-73.
  • Clark, V. L. P., & Creswell, J. W. (2008). The mixed methods reader. Sage.
  • Cloete, A. L. (2017). Technology and education: Challenges and opportunities. HTS: Theological Studies, 73(3), 1-7.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge.
  • Cooper, K., Chassin, L., & Zeiss, A. (1985), The relationship of sex role self concept and sex role attitudes to the marital satisfaction and personal adjustment of dual-worker couples with preschool children, Sex Roles, 12 (1-2), 227-241.
  • Creswell, J. W. (2013). Research design: qualitative, quantitative, and mixed methods approaches. New York: Sage Publications.
  • Çağlayan, E. (2018). Assessment of parents and teachers' attitudes towards values education and practices: Bingöl example. [Unpublished master thesis], Bingöl University.
  • Çelik Demirtaş, S. (2019). Gender perception in adolescents. [Unpublished master thesis], İstanbul University.
  • Çengelci, T. (2013). Determining social and cultural resources being used in the social studies course. Electronic Journal of Social Sciences, 12(43), 219-236.
  • Çifçi, S. (2018). The perception of social gender and affecting factors between the ages of 20-65: Mardin example. [Unpublished doctoral thesis]. Dicle University
  • Dakich, E. (2008). Towards the social practice of digital pedagogies. Nicola Yelland, Greg Neal, and Eva Dakich, (Eds.) In: Rethinking education with ICT. (13-30) Sense Publishers, Rotterdam, The Netherlands,
  • Demir, T. (2019). The effect of digital stories on the motivation, attitude and success of the 5th grade students. [Unpublished master thesis]. Balıkesir University.
  • Demirel, E. (2010). Gender discrimination in social studies textbooks. [Unpublished master thesis]. Dokuz Eylül University.
  • Demirer, V. (2013). Use of e-storytelling in primary education and its effects. [Unpublished doctoral thesis]. Necmettin Erbakan University.
  • Doğan, B., & Robin, B. (2009). Educational uses of digital storytelling: Creating digital storytelling contests for K-12 students and teachers. In Gibson et al. (Eds.). Proceedings of society for Information technology and Teacher Education International Conference 2009 (pp.633-638). Chesapeake, VA: AACE.
  • Dokudan Dinç, E. Y. (2018). Investigation of gender perceptions in a district of Istanbul. [Unpublished doctoral thesis]., İstanbul University.
  • Dökmen, Y. Z. (2004). Toplumsal cinsiyet sosyal psikolojik açıklamalar. Sistem Yayıncılık.
  • Faiz, M. (2018). Opinions of academicians on the concept of social gender role. The Turkish Online Journal of Educational Technology, 2, 245-254.
  • Freund, A. M., Weiss, D. & Wiese, B. S. (2013). Graduating from high school: The role of gender-related attitudes, self-concept and goal clarity in a major transition in late adolescence. European Journal of Developmental Psychology, 10(5), 580-596. ttps://doi.org/10.1080/17405629.2013.772508
  • Frieze, H. I., Ferligoj, A., Kogovsek, I., Horvat, J. & Sarlija, N. (2003). Gender role attitudes in university students in the USA, Slovenia and Croatia. Psychology of Women Quarterly, 27, 256-261.
  • Giddens, A., (2008). Sosyoloji, Kırmızı Yayınları.
  • Gils, F. (2005). Potential applications of digital storytelling in education. In 3rd Twente Student Conference on IT, University of Twente, Faculty of Electrical Engineering, Mathematics and Computer Science, Enschede, February 17–18.
  • Göçen, G. (2014). The effect of digital storytelling on students' academic achievement and study strategies. [Unpublished master thesis]. Muğla Sıtkı Koçman University.
  • Gömleksiz, M. N., & Pullu, E. K. (2017). The effect of digital stories developed by using Toondoo on students’ academic achievement and attitudes Electronic Turkish Studies, 12(32), 95-110.
  • Guzman, R. C. (1996), Attitudes toward traditional versus egalitarian gender roles in dual- earner marriages and their effect on marital satisfaction, [Unpublished master thesis]. California State University.
  • Juni, S., & Grimm, D. W. (1994), Marital satisfaction as a function of dyadic gender role constellations, American Journal of Family Thearaphy, 22 (2), 106-112.
  • Hajnalka, F. (2014). Gender role attitudes among higher education students in a borderland Central Eastern European region called 'Partium'. CEPS Journal, 4(2), 49- 70.
  • Kandemir, K. (2023). The effect of middle school 6th grade social studies course supported by digital story and educational game on the students' academic success, attitudes to the course and social skills. [Unpublished doctoral thesis]. Kastamonu University.
  • Karabulut, B. (2020). Teaching the value of 'patriotism' through activities in life science course, [Unpublished master thesis]. Yıldız Teknik University.
  • Karataş, B. (2019). The effect of the use of digital story on the academic success and attitudes of students in social studies. [Unpublished master thesis], Muğla Sıtkı Koçman University.
  • Karimova, G., Ishanov, P., Mukanova, S., Odintsova, S., & Aratayeva, A. (2023). The effects of using digital stories and media in foreign language teaching. International Journal of Education in Mathematics, Science and Technology, 11(5),1113-1130. https://doi.org/10.46328/ijemst.3599
  • Kharouf, A. E., & Daoud, N. (2019). Gender role attitudes among higher education students in Jordan. Mediterranean Journal of Social Sciences, 10(4), 63-75. https://doi.org/10.2478/mjss-2019-0053
  • Kılıçoğlu, G. (2015). Sosyal bilgiler tanımı, dünyada ve ülkemizde gelişimi ve önemi. M. Safran (Ed.), Sosyal bilgiler öğretimi (ss. 3-16). Pegem Akademi.
  • Kimberly, A., & Mahaffy, K. (2002). The gendering of adolescents’ child bearing and educational plans: reciprocal effect sand the influence of social context. Sex Roles, 46(11/12), 403–417.
  • Koltuk, N., & Kocakaya, S. (2015). Digital storytelling for developing 21st century skills: From high school students' point of view, Journal of Research in Education and Teaching, 4(2), 354-363.
  • Köseoğlu, E. (2023). Digital story applications to develop the basic life skills in life study course. [Unpublished doctoral thesis], Anadolu University.
  • Kuluroğlu Sevinç, M. (2019). Gender perceptions of Turkish teacher candidates. [Unpublished master thesis]. On Sekiz Mart University.
  • Kurtdaş, E. M., & Tuncer, M. (2020). Gender perceptions of social studies teacher students (İnonu University case). Journal of Adıyaman University Social Sciences Institute, (35), 282-321. doi: 10.14520/adyusbd.66782
  • Lee, S. C. (1999), Marital Satisfaction Factors for Korean-Americans, [Unpublished master thesis]. Andrews University.
  • Lee, J. F. K., & Collins, P. (2009). Australian English language textbooks: The gender issues. Gender and Education, 21(4), 353-370.
  • Lye, D. N., & Biblarz, T. J. (1993), The effects of attitudes toward family life and gender roles on marital satisfaction, Journal of Family Issues, 14 (2), 157-188.
  • Lynch, G. & Fleming, D. (2004). Innovation Through Design: A Constructivist Approach to Learning. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2420-2427). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2024 from https://www.learntechlib.org/primary/p/12365/.
  • Malita, L., &Martin, C. (2010). Digital Storytelling as web passport to success in the 21st Century. Procedia Social and Behavioral Scienses. (2), (pp.3060-3064). https://doi.org/10.1016/j.sbspro.2010.03.465.
  • Marshall, G., (1999). Sociology dictionary, (Translator. Osman Akınhay-Derya Kömürcü), Ankara: Science and Art Press
  • Marquez, J., Inchley, J., & Long, E. (2022). Cross-country and gender differences in factors associated with population-level declines in adolescent life satisfaction. Child Indicators Research, 15(4), 1405-1428. https://doi.org/10.1007/s12187-022-09993-7
  • McDonald, S., & Stahl, G. (2024). Girls do this, guys do that’: how first-in-family students negotiate working-class gendered subjectivities during a time of social change. Aust. Educ. Res. 51, 973–993. https://doi.org/10.1007/s13384-024-00717-0
  • McMillan, J. H. & Schumacher, S. (2009). Research in education: Evidence-based inquiry (7th Edt.). London: Pearson.
  • Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual communication, 2(2), 189-193.
  • Ministry of National Education (2018). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. sınıflar). MEB Yayınevi.
  • Nam, C. W. (2017). The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412-427. https://doi.org/10.1080/10494820.2015.1135173
  • Normann, A. (2011). Digital storytelling in second language learning [Unpublished master thesis]. Norwegian University of Science and Technology.
  • Öngen, B., & Aytaç, S. (2013). Attitudes of university students regarding to gender roles and relationship with life values. Istanbul Journal of Sociological Studies, (48), 1- 18.
  • Önsan, Ö. (2021). Social studies teachers' gender perceptions. [Unpublished master thesis]. Uşak University).
  • Özpınar, İ. (2017). Alternate title: Preservice mathematics teachers' opinions on the use of digital stories and instructional environments. Bartın University Journal of Faculty of Education, 6(3), 1189- 1210. https://doi.org/10.14686/buefad.340057
  • Öztürk, A. N. (2023). The effect of digital games integrated with digital stories on 5th grade students' academic achievement and motivation in percentages. (Master Thesis, Kafkas University).
  • Pala, F. (2020). The effects of digital storytelling supported group study on academic achievements, attitudes and retention in the social studies. [Unpublished Doctoral Thesis]. Atatürk University).
  • Pala, F. (2021). The effect of using digital stories in the context of the social studies lesson journey to history unit on student academic achievement and retention. Dumlupınar University Graduate School of Education Journal, 5(2), 43-58.
  • Pınar, G., Taşkın, L., & Eroğlu, K. (2008). The behaviours of the students in dormitory of Baskent University against sexual role patterns. Journal of Hacettepe University Faculty of Nursing, 15(1), 47–57.
  • Polater, C. (2019). Values education with digital storytelling implementation in primary school fourth year. [Unpublished master thesis]. İnönü University.
  • Rice, F. P. (1996). Intimate relationships, marriages, and families. California: Mayfield Publishing.
  • Robin, B., & Pierson, M. (2005). A multilevel approach to using digital storytelling in the classroom. Digital Storytelling Workshop, SITE 2005, University of Houston. https://retapedia.pbworks.com/f/Using+Digital+Storytelling+in+the+Classroom.pdf Retrieved 16 December 2024.
  • Sandaran, S. C., & Kia, L. C. (2013). The use of digital stories for listening comprehension among primary Chinese medium school pupils: Some preliminary findings. Sains Humanika, 65(2), 126-131. https://doi.org/10.11113/sh.v65n2.107
  • Seçgin, F. (2012). The effect of gender activities in social studies lesson on the perception and attitude of the primary education students. [Unpublished doctoral thesis]. Gazi University.
  • Seçgin, F., & Kurnaz, Ş. (2015). The effect of gender activities in social studies lesson on the perception and attitude of the primary education students, International Journal of Turkish Education Sciences, (5), 24-38.
  • Seçgin, F., & Tural A. (2011). Attitudes on gender roles of primary school teacher candidates. E-Journal of New World Sciences Academy, 6(4), 2446-2458.
  • Sever, T. (2014). An investigation into the impact of digital storytelling on the student's motiva. [Unpublished master thesis]. Çanakkale Onsekiz Mart University.
  • Sis Çelik, A., Pasinlioğlu, T., Tan, G., & Koyuncu, H. (2013). Determination of university students’ attitudes about gender equality, Florence Nightingale Journal of Nursing, 21(3), 181-186.
  • Smeda, N., Dakich, E. & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environment. 1(6), 2-21. https://doi.org/10.1186/s40561-014-0006-3
  • Standley, M. (2023). Digital Storytelling: Using new technology and the power of stories to help our students learn-and teach. Cable in the Classroom(www.ciconline.org), 16–18
  • Tabachnick, B. & Fidell, G. (2013). Using multivariate statistics. (sixth ed.). Pearson, Boston.
  • Tecedor, M. (2024). Digital storytelling: changing learners’ attitudes and self-efficacy beliefs. Applied Linguistics, 45(1), 65-87. https://doi.org/10.1093/applin/amad002
  • Timurturkan, M. (2016). Cinsiyet eşitsizliği sorunu. (2. Baskı), (N. Adak, Ed.), Sosyal problemler sosyolojisi: Dünyadan ve Türkiye'den örnekler (ss. 135-163). Siyasal Yayınları.
  • Torgrimson, B. N., & Minson, C. T. (2005). Sex and gender: What is the difference?. Journal of Applied Physiology, 99, 785-787.
  • Torun, B. (2016). The effect of digital storytelling use on 6th class students' achievements, attitude and scientific process skills,. [Unpublished master thesis]. Kastamonu University.
  • Trommsdorff, G., & Iwawaki, S. (1989). Students' perceptions of socialisation and gender role in Japan and Germany. International Journal of Behavioral Development, 12(4), 485-493.
  • Vefikuluçay, D., Demirel, S., Taşkın, L., & Eroğlu, K. (2007). Perception of and views on gender roles of senior students enrolled at Kafkas University, Journal of Hacettepe University Faculty of Nursing, 14(2), 12–27.
  • Yağan Güder, S. (2014). Investigating preschool children's perception of gender [Unpublished master thesis]. Hacettepe University.
  • 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
  • Yogev, Ş. (2006). Gender role acquisition among adolescents-the effect of family, school and friends. [Unpublished master thesis]. Ankara University.
  • Yürük, S. E. (2015). The effect of digital story based values education on students' attitudes and value acquisiton. [Unpublished master thesis]. Fırat University.
  • Zeyneloğlu, S. (2008). Attitudes of nursing students enrolled at universities in Ankara towards gender roles. [Unpublished master thesis]. Hacettepe University.
Toplam 99 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal Bilgiler Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Mizgin Sevgi 0000-0002-4880-2040

Melike Faiz 0000-0001-8070-6086

Erken Görünüm Tarihi 25 Kasım 2025
Yayımlanma Tarihi 26 Kasım 2025
Gönderilme Tarihi 11 Mart 2025
Kabul Tarihi 7 Ağustos 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 14 Sayı: 4

Kaynak Göster

APA Sevgi, M., & Faiz, M. (2025). The Impact of Digital Stories on Gender Perceptions of 6th Grade Middle School Students. Cumhuriyet Uluslararası Eğitim Dergisi, 14(4), 837-848. https://doi.org/10.30703/cije.1655850
 Kapak Resmi İndir

e-ISSN: 2147-1606