Akça Okan YÜKSEL, Bilal ATASOY, Selçuk ÖZDEMİR

3B Tasarım Uygulamalarının Uzamsal Beceriye Etkisi: Hackidhon Örneği

Bu çalışmanın amacı Hackidhon etkinliklerinin bir parçası olan 3 Boyutlu tasarımuygulamalarının öğrencilerin uzamsal becerilerine etkisini incelemektir. Araştırma açıklayıcıdurum çalışması kullanılarak gerçekleştirilmiştir. Öğrencilerin uzamsal becerilerin belirlemekiçin Ben-Chaim, Lappan ve Houang (1988) tarafından geliştirilen ve Turgut (2007) tarafındanTükçe’ye uyarlanan test kullanılmıştır. Etkinliğin ilköğretim kısmına 53 devlet okulu, 53 öğretmenve 159 öğrenci katılmıştır. Etkinlik öğretmen ve öğrencilerin katıldığı tanıtım toplantısı, ardındançevrimiçi eğitim ve yarışma süreci olmak üzere toplamda 8 hafta sürmüştür. Çalışmanın bulgularıetkinliğin, öğrencilerin uzamsal becerilerinde istatistiksel olarak anlamlı düzeyde artışa sebepolduğunu göstermiştir. Cinsiyet farklılığı ve “3 boyutlu nesneler ve hacim hesaplama” konusunuişleme durumu uzamsal beceri gelişimi açısından istatistiksel olarak anlamlı bir farklılığa sebepolmazken, öğrenme yönetim sistemini kullanma durumunun uzamsal beceri gelişimi açısındanistatistiksel olarak anlamlı bir farklılığa sebep olduğu belirlenmiştir. Öğrenci görüşmelerindenelde edilen veriler ışığında yapılan içerik analizinde eğitsel katkı, kişisel gelişme katkı veetkinliğin değerlendirilmesi kategorilerinde çeşitli temalara ulaşılmıştır. Yine öğretmengörüşlerinin analizinden öz/alan kazanımları, öğrenci kazanımları ve süreç/etkinlikdeğerlendirmesi kategorilerinde bazı temalara ulaşılmıştır

Impact of 3D Design on Spatial Ability: Hackidhon Case

The purpose of this study is to examine the effects of 3D design, which are part of Hackidhon activities, on students' spatial abilities. In the study, explanatory case study was used. The " Spatial Ability Test" (Ben-Chaim, Lappan, and Houang, 1988) was used to determine the spatial abilities of the students. 53 state schools, 53 teachers and 159 students participated in the elementary school level of the event. The introductory meeting attended by the teachers and students participating in the event, followed by the online training and the event that the competition was held took 8 weeks in total. Findings of the study showed that the activity contributed to a significant increase in the spatial ability of the students. It has been determined that gender differences and being taught of "3D objects and volume calculation" do not cause a significant difference, while using of the learning management system cause a significant difference regarding the spatial ability skills of the students. In the content analysis from the student interviews, various themes were achieved in the categories of educational contribution, personal improvement and activity assessment. Similarly, from the analysis of the teachers' views, self/field achievements, student achievements and process/activity assessment were achieved some themes in the categories.

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