The aim of this study is to determine the active learning methods and techniques that teacher candidates prefer. The study was conducted in accordance with scanning method. The participants of the study were consisted of teacher candidates (n=266) who were received pedagogical formation education in Kastamonu University at 2017-2018 spring term. All of the participants had taken the lessons of “Teaching Principles and Methods” and “Special Teaching Methods”. The survey form developed by the researchers was used as data collection tool in the study. The survey form was formed as ranking scale by consulting the field specialists’ opinions. Accordingly, to state the active learning methods and techniques preferred by teacher candidates 5 Likert-type items, from always to never, were used in the scale. According to the pre-implementation results the Cronbach’s alpha value of the form was calculated .86 and after the revision of the scale, final form was consisted of 25 items. Percentage, frequency and descriptive analysis were used for the analysis of the data obtained from teacher candidates’ opinions. According to the findings of the study, it was concluded that question-answer, brainstorming and problem-solving were the most preferred active learning methods and techniques while gossip, court and buzz were the least preferred ones.
{"title":"Active Learning Methods and Techniques Preferred by Teacher Candidates","authors":"A. Erdem, E. Koc","doi":"10.30786/JEF.596000","DOIUrl":"https://doi.org/10.30786/JEF.596000","url":null,"abstract":"The aim of this study is to determine the active learning methods and techniques that teacher candidates prefer. The study was conducted in accordance with scanning method. The participants of the study were consisted of teacher candidates (n=266) who were received pedagogical formation education in Kastamonu University at 2017-2018 spring term. All of the participants had taken the lessons of “Teaching Principles and Methods” and “Special Teaching Methods”. The survey form developed by the researchers was used as data collection tool in the study. The survey form was formed as ranking scale by consulting the field specialists’ opinions. Accordingly, to state the active learning methods and techniques preferred by teacher candidates 5 Likert-type items, from always to never, were used in the scale. According to the pre-implementation results the Cronbach’s alpha value of the form was calculated .86 and after the revision of the scale, final form was consisted of 25 items. Percentage, frequency and descriptive analysis were used for the analysis of the data obtained from teacher candidates’ opinions. According to the findings of the study, it was concluded that question-answer, brainstorming and problem-solving were the most preferred active learning methods and techniques while gossip, court and buzz were the least preferred ones.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44191758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the questioning styles of preservice teachers along with the frequency and types of feedback provided according to students’ responses. This was a pre-experimental design study with a one-group pre-post-test design. The questioning ways of 13 preservice teachers who taught in two public primary schools in Ankara, Turkey was investigated. The study data were obtained by the video recording of 26 hours of classroom instruction. Moreover, chi-square analysis was conducted to determine relationships between wait time, cognitive level and type of question. According to the results, it was determined that preservice teachers, both before and after training, preferred to use redirecting questions more frequently than creating new questions. It was also observed that preservice teachers frequently asked questions which measured lower level cognitive competencies and that there was an increase for all types of response feedback following the training. However, there was no relationship found between the types of feedback provided and the cognitive levels of the questions asked. The possible reasons for these results might be over-crowded classrooms, focusing on grammar instruction more than reading and writing, and/or inexperience among the preservice teachers to deliver lessons that include high quality questioning and effective feedback.
{"title":"Examining Preservice Teachers’ Questioning and Feedback","authors":"A. Bayraktar, S. Yalcin","doi":"10.30786/JEF.512638","DOIUrl":"https://doi.org/10.30786/JEF.512638","url":null,"abstract":"This study examined the questioning styles of preservice teachers along with the frequency and types of feedback provided according to students’ responses. This was a pre-experimental design study with a one-group pre-post-test design. The questioning ways of 13 preservice teachers who taught in two public primary schools in Ankara, Turkey was investigated. The study data were obtained by the video recording of 26 hours of classroom instruction. Moreover, chi-square analysis was conducted to determine relationships between wait time, cognitive level and type of question. According to the results, it was determined that preservice teachers, both before and after training, preferred to use redirecting questions more frequently than creating new questions. It was also observed that preservice teachers frequently asked questions which measured lower level cognitive competencies and that there was an increase for all types of response feedback following the training. However, there was no relationship found between the types of feedback provided and the cognitive levels of the questions asked. The possible reasons for these results might be over-crowded classrooms, focusing on grammar instruction more than reading and writing, and/or inexperience among the preservice teachers to deliver lessons that include high quality questioning and effective feedback.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42382032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to investigate undergraduate students’ cognitive structures and determinate misconceptions about chemical bonding phenomena. On the other hand, the study achieves to recommend an alternative technique for the evaluation of Word Associations Tests (WAT). The study was carried out with the participation of first year studens; 141 from engineering faculty and 73 from medical sciences faculty of a foundation university in the spring semester of 2017-2018 academic year. WAT about chemical bonds prepared by the researchers was used as a data collection tool. Content analysis were used to analyze the data. The students’ responds to the key words given to them were divided into themes and cut-off technique was used according to the themes distinguished. In this context, students' cognitive structures related to chemical bonds were determined within the framework of themes. It has been determined that the students’ WAT results regarding to chemical bonding, which supported with concept maps within the framework of the themes, provides convenience in determining the misconceptions because of reflects the concepts and the relationships between the concepts more clearly. In consequence, it is suggested that the new technique of evaluation recommended could be used in prospective studies.
{"title":"Cognitive Structures and Misconceptions with a Thematic Framework: The Case of Chemical Bonding","authors":"Şenol Şen, Lütfiye Varoǧlu, Ayhan Yilmaz","doi":"10.30786/JEF.466415","DOIUrl":"https://doi.org/10.30786/JEF.466415","url":null,"abstract":"This study aims to investigate undergraduate students’ cognitive structures and determinate misconceptions about chemical bonding phenomena. On the other hand, the study achieves to recommend an alternative technique for the evaluation of Word Associations Tests (WAT). The study was carried out with the participation of first year studens; 141 from engineering faculty and 73 from medical sciences faculty of a foundation university in the spring semester of 2017-2018 academic year. WAT about chemical bonds prepared by the researchers was used as a data collection tool. Content analysis were used to analyze the data. The students’ responds to the key words given to them were divided into themes and cut-off technique was used according to the themes distinguished. In this context, students' cognitive structures related to chemical bonds were determined within the framework of themes. It has been determined that the students’ WAT results regarding to chemical bonding, which supported with concept maps within the framework of the themes, provides convenience in determining the misconceptions because of reflects the concepts and the relationships between the concepts more clearly. In consequence, it is suggested that the new technique of evaluation recommended could be used in prospective studies.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46971566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine and evaluate the learning barriers of high school students in Turkey. These barriers are examined from various emotional and motivational dimensions, such as self-efficacy, self-regulation, deficiency of professional/parental/sibling support and consultancy, learning environment, fear of failure, rejection, criticism and judgment and embarrassment. These dimensions in learning barriers influence all kinds of measurements to be carried on about students. Therefore, describing and revealing them may help handle the measurement outcomes gathered from students in different ways. The study employed a descriptive research methodology to collect data from all regions of Turkey. In this study, six scales were administered to the participants, who are 2175 high school students from the ninth, tenth and eleventh grades attending high schools. The results of the study suggest that students have some difficulty in planning how to study, which is a self-regulative skill. The participants’ views mostly show that teacher support can make a strong learning barrier. Parental support is also another learning barrier. Furthermore, it was found out that the learning environment in classrooms did not motivate students to learn.
{"title":"Emotional and Motivational Barriers to Effective Learning of Students","authors":"Eda Gürlen, Tuğba Cihan, Nuri Doğan","doi":"10.30786/JEF.524370","DOIUrl":"https://doi.org/10.30786/JEF.524370","url":null,"abstract":"This study aims to determine and evaluate the learning barriers of high school students in Turkey. These barriers are examined from various emotional and motivational dimensions, such as self-efficacy, self-regulation, deficiency of professional/parental/sibling support and consultancy, learning environment, fear of failure, rejection, criticism and judgment and embarrassment. These dimensions in learning barriers influence all kinds of measurements to be carried on about students. Therefore, describing and revealing them may help handle the measurement outcomes gathered from students in different ways. The study employed a descriptive research methodology to collect data from all regions of Turkey. In this study, six scales were administered to the participants, who are 2175 high school students from the ninth, tenth and eleventh grades attending high schools. The results of the study suggest that students have some difficulty in planning how to study, which is a self-regulative skill. The participants’ views mostly show that teacher support can make a strong learning barrier. Parental support is also another learning barrier. Furthermore, it was found out that the learning environment in classrooms did not motivate students to learn.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49469967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The “museum education’’, which has been on the agenda in Turkey since 1990, was formalized along with the developments in museum approaches of Ministry of Culture and Tourism and the efforts of Ministry of National Education, Board of Education for integrating the museums with training. This study was focused on the evaluation process of museum education program carried out by the Museum Education Volunteers of Association for Supporting Contemporary Life (CYDD) in the school and at the Museum of Anatolian Civilizations with 4 th graders in Ankara. The program, which was developed in 2014, carried out between 2014-2017 and reached to 985 students in total, was prepared with the aim of determining the quality of education given to voluntary museum educators and the levels of attaining the goals. The program indicated that the participants had knowledge about museum and museum education and their basic knowledge increased along with the education. The views of participants indicated that the program achievements and content were in conformity with the expectations and needs of participants; the findings concerning learning-teaching process demonstrated that the education program was successful.
{"title":"‘’No Student Not Met Museum Education’’ A Practice of Volunteer Education Program in the Museum","authors":"Alper Yetkiner, Ceren Karadeniz, Zekiye Çıldır Gökaslan","doi":"10.30786/JEF.468074","DOIUrl":"https://doi.org/10.30786/JEF.468074","url":null,"abstract":"The “museum education’’, which has been on the agenda in Turkey since 1990, was formalized along with the developments in museum approaches of Ministry of Culture and Tourism and the efforts of Ministry of National Education, Board of Education for integrating the museums with training. This study was focused on the evaluation process of museum education program carried out by the Museum Education Volunteers of Association for Supporting Contemporary Life (CYDD) in the school and at the Museum of Anatolian Civilizations with 4 th graders in Ankara. The program, which was developed in 2014, carried out between 2014-2017 and reached to 985 students in total, was prepared with the aim of determining the quality of education given to voluntary museum educators and the levels of attaining the goals. The program indicated that the participants had knowledge about museum and museum education and their basic knowledge increased along with the education. The views of participants indicated that the program achievements and content were in conformity with the expectations and needs of participants; the findings concerning learning-teaching process demonstrated that the education program was successful.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47730955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to investigate the attitudes towards e-learning and digital literacy skills of prospective teachers ( N = 47) enrolled in the Department of Computer Education and Instructional Technology at a state university in Turkey. The study also investigated whether these variables vary in terms of gender and prior e-learning experience as well as the potential relationship between their attitudes and their digital literacy skills. Adopting a quasi-experimental pre-posttest design with an experimental group, this study sought to discover the effects of a five-week treatment on prospective teachers’ digital literacy skills and attitudes toward e-learning. The data for the study came from two data collection tools namely, Attitudes towards E-learning Scale (Haznedar & Baran, 2012) and Digital Literacy Scale (Ng, 2012). Findings indicated the effectiveness of the treatment on the participants’ attitudes towards e-learning platforms. Furthermore, the findings of the regression tests demonstrated that tendency is one of the most significant predictors of digital literacy skills.
{"title":"Digital Literacy Skills and Attitudes towards E-Learning","authors":"N. Hamutoğlu, Merve Savaşçı, Gozde Sezen-Gultekin","doi":"10.30786/JEF.509293","DOIUrl":"https://doi.org/10.30786/JEF.509293","url":null,"abstract":"This study aimed to investigate the attitudes towards e-learning and digital literacy skills of prospective teachers ( N = 47) enrolled in the Department of Computer Education and Instructional Technology at a state university in Turkey. The study also investigated whether these variables vary in terms of gender and prior e-learning experience as well as the potential relationship between their attitudes and their digital literacy skills. Adopting a quasi-experimental pre-posttest design with an experimental group, this study sought to discover the effects of a five-week treatment on prospective teachers’ digital literacy skills and attitudes toward e-learning. The data for the study came from two data collection tools namely, Attitudes towards E-learning Scale (Haznedar & Baran, 2012) and Digital Literacy Scale (Ng, 2012). Findings indicated the effectiveness of the treatment on the participants’ attitudes towards e-learning platforms. Furthermore, the findings of the regression tests demonstrated that tendency is one of the most significant predictors of digital literacy skills.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48646597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to examine and compare the curricula of Social Studies courses in Turkey, Canada (Alberta) and England in terms of the theme "Power, Authority and Management". It is aimed to determine the similarities and the differences. In the study, qualitative research method was adopted. The source of the data consisted of the social studies curricula applied in Turkey, Canada (Alberta) and England. In the study, the criterion sampling of non-probability sampling methods was used. The findings of the study were obtained using a document analysis. In the analysis of data, descriptive analysis method of qualitative research techniques was used. In the light of the findings obtained in the study, it was seen that right, responsibility, freedom, democracy and constitution were common and were included in the programs of all three countries. It was also determined that the three countries included higher-order thinking skills related to the theme. Based on the research findings, documents such as the Canadian Charter of Rights and Freedoms and the La Grande Paix De Montreal Treaty that are being implemented in other countries may be included in the program in order to give students a universal perspective on laws and rules.
{"title":"A Study on Comparative Examination of the Theme \"Power, Authority and Management\" in the Social Studies Curriculums of Turkey, Canada (Alberta) and England","authors":"Mustafa Yavuz, T. Özkaral","doi":"10.30786/JEF.573614","DOIUrl":"https://doi.org/10.30786/JEF.573614","url":null,"abstract":"This study aims to examine and compare the curricula of Social Studies courses in Turkey, Canada (Alberta) and England in terms of the theme \"Power, Authority and Management\". It is aimed to determine the similarities and the differences. In the study, qualitative research method was adopted. The source of the data consisted of the social studies curricula applied in Turkey, Canada (Alberta) and England. In the study, the criterion sampling of non-probability sampling methods was used. The findings of the study were obtained using a document analysis. In the analysis of data, descriptive analysis method of qualitative research techniques was used. In the light of the findings obtained in the study, it was seen that right, responsibility, freedom, democracy and constitution were common and were included in the programs of all three countries. It was also determined that the three countries included higher-order thinking skills related to the theme. Based on the research findings, documents such as the Canadian Charter of Rights and Freedoms and the La Grande Paix De Montreal Treaty that are being implemented in other countries may be included in the program in order to give students a universal perspective on laws and rules.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49634697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preservice teachers prepare for a profession that requires intense communication and interaction. They are expected to gain competencies in their profession in this process. These competencies include the technical knowledge particular to the profession, and communication and social skills. It is thus important to investigate the factors that affect the academic and social interaction, the learning environment and the psycho-social development of university students, and in particular, preservice teachers. This study aims to investigate the relationship among preservice teachers’ social support perceptions, interaction anxiety and smartphone addiction. The students from the faculty of education and the students with the pedagogical formation training in Inonu University during the 2017-2018 academic year constituted the population of the study and the participants were 496 preservice teachers who were selected from this population using the random sampling technique. Hypotheses were developed to investigate the relationship among the research variables. After testing the hypotheses, the results indicated that the preservice teachers’ social support perceptions and interaction anxiety significantly predicts their smartphone addiction, that their social support perceptions significantly predict their interaction anxiety, and that their interaction anxiety has a mediator effect on the relationship between their social support perceptions and smartphone addiction.
{"title":"The Mediator Role of Interaction Anxiety in the Relationship between Social Support Perception and Smartphone Addiction","authors":"O. Çelik, Necdet Konan","doi":"10.30786/JEF.397445","DOIUrl":"https://doi.org/10.30786/JEF.397445","url":null,"abstract":"Preservice teachers prepare for a profession that requires intense communication and interaction. They are expected to gain competencies in their profession in this process. These competencies include the technical knowledge particular to the profession, and communication and social skills. It is thus important to investigate the factors that affect the academic and social interaction, the learning environment and the psycho-social development of university students, and in particular, preservice teachers. This study aims to investigate the relationship among preservice teachers’ social support perceptions, interaction anxiety and smartphone addiction. The students from the faculty of education and the students with the pedagogical formation training in Inonu University during the 2017-2018 academic year constituted the population of the study and the participants were 496 preservice teachers who were selected from this population using the random sampling technique. Hypotheses were developed to investigate the relationship among the research variables. After testing the hypotheses, the results indicated that the preservice teachers’ social support perceptions and interaction anxiety significantly predicts their smartphone addiction, that their social support perceptions significantly predict their interaction anxiety, and that their interaction anxiety has a mediator effect on the relationship between their social support perceptions and smartphone addiction.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43389196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
An action research study was carried out in the preparatory programme of a foundation university to examine student performance in terms of grammar taught in the writing lessons, and as an alternative method, the flipped classroom model was applied to a group of participants who learned theoretical knowledge through videos on the learning management system. The study lasted seven weeks and during the process, students’ performance was noted with the help of a checklist. The experimental design with the pre-test – post-test control group and the semi-structured interview technique was applied. The students (n=30) were asked to write an essay during the pre-test and post-test. These essays were assessed by three different teachers (the G-coefficient was found as .841) who used a pre-prepared rubric by the researchers. Findings indicate that the achievement of the experimental group, where the flipped classroom method was applied, was significantly higher than the control group. Students expressed positive views about the flipped classroom model during the interviews. Education performed using the flipped classroom model was considered time-saving, provided an opportunity for practice, was easily accessible; and distance education through videos was well-received by students.
{"title":"Flipping the Writing Classroom: Using Grammar Videos to Enhance Writing","authors":"Mary Jane Özkurkudis, Nilay T. Bümen","doi":"10.30786/JEF.425632","DOIUrl":"https://doi.org/10.30786/JEF.425632","url":null,"abstract":"An action research study was carried out in the preparatory programme of a foundation university to examine student performance in terms of grammar taught in the writing lessons, and as an alternative method, the flipped classroom model was applied to a group of participants who learned theoretical knowledge through videos on the learning management system. The study lasted seven weeks and during the process, students’ performance was noted with the help of a checklist. The experimental design with the pre-test – post-test control group and the semi-structured interview technique was applied. The students (n=30) were asked to write an essay during the pre-test and post-test. These essays were assessed by three different teachers (the G-coefficient was found as .841) who used a pre-prepared rubric by the researchers. Findings indicate that the achievement of the experimental group, where the flipped classroom method was applied, was significantly higher than the control group. Students expressed positive views about the flipped classroom model during the interviews. Education performed using the flipped classroom model was considered time-saving, provided an opportunity for practice, was easily accessible; and distance education through videos was well-received by students.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43587936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, the educational potential of the augmented reality (AR) technology was investigated in the context of the instructional designers and practitioners' experiences. Within this scope, intrinsic case study design was used in this study. 42 instructional designers and 10 practitioners participated in the research. The data were collected using open-ended questionnaire from instructional designers. Interviews were held with the practitioners through the semi-structured interview form created from the open-ended questionnaire. The qualitative data were analyzed with the content analysis method, using Nvivo 8.0 software. The participants suggested that AR would be more influential in the educational fields of science education, social studies, and health education. Among the most important instructional materials to be developed with AR technology are 3D materials, videos, and animations. The participants suggested that AR could be useful in the development of special applications for other fields of education. For example, AR could be used to create magic books, 3D demonstrations related to different subjects, and experimental simulations in the field of science education. Moreover, the participants suggested that AR could provide system design enhancements to better attract users’ attention, to improve retention, to increase user motivation, and to “concretize” virtually presented information by creating a fuller sense of reality in terms of educational. Lastly, in order to develop an AR application, several points must be considered in the stages of analysis, design, development, and implementation. We present these points for consideration in detail. The results obtained in this study can be used to guide future research studies on AR technology.
{"title":"The Educational Potential of Augmented Reality Technology: Experiences of Instructional Designers and Practitioners","authors":"Ö. Koçak, R. Yilmaz, Sevda Kucuk, Y. Göktas","doi":"10.30786/JEF.396286","DOIUrl":"https://doi.org/10.30786/JEF.396286","url":null,"abstract":"In this study, the educational potential of the augmented reality (AR) technology was investigated in the context of the instructional designers and practitioners' experiences. Within this scope, intrinsic case study design was used in this study. 42 instructional designers and 10 practitioners participated in the research. The data were collected using open-ended questionnaire from instructional designers. Interviews were held with the practitioners through the semi-structured interview form created from the open-ended questionnaire. The qualitative data were analyzed with the content analysis method, using Nvivo 8.0 software. The participants suggested that AR would be more influential in the educational fields of science education, social studies, and health education. Among the most important instructional materials to be developed with AR technology are 3D materials, videos, and animations. The participants suggested that AR could be useful in the development of special applications for other fields of education. For example, AR could be used to create magic books, 3D demonstrations related to different subjects, and experimental simulations in the field of science education. Moreover, the participants suggested that AR could provide system design enhancements to better attract users’ attention, to improve retention, to increase user motivation, and to “concretize” virtually presented information by creating a fuller sense of reality in terms of educational. Lastly, in order to develop an AR application, several points must be considered in the stages of analysis, design, development, and implementation. We present these points for consideration in detail. The results obtained in this study can be used to guide future research studies on AR technology.","PeriodicalId":41358,"journal":{"name":"Journal of Education and Future-Egitim ve Gelecek Dergisi","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2019-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47793301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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