Zeynep BAŞCI NAMLI, Fatih KAYAALP, Elif MERAL

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

Bu araştırmanın amacı, dijital öykülerle yürütülen sosyal bilgiler dersinin öğrencilerin akademik başarıları, teknolojiye yönelik tutumları üzerine etkisini incelemek ve sürece ilişkin öğrencilerin görüşlerini tespit etmektir. Belirtilen amaç doğrultusunda çalışmada karma araştırma yaklaşımı içerisinde yer alan gömülü desen kullanılmıştır. Araştırmanın çalışma grubunu, toplam 41 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmacılar tarafından geliştirilen akademik başarı testi, teknolojiye yönelik tutum ölçeği ve yarı yapılandırılmış görüşme formu veri toplama aracı olarak kullanılmıştır. Akademik başarı testi ve teknolojiye yönelik tutum ölçeğinden elde edilen verilerin analizinde betimsel ve kestirimsel istatistikler kullanılırken yarı yapılandırılmış görüşmelerden elde edilen veriler içerik analizi ile çözümlenmiştir. Araştırmadan elde edilen nicel bulgular, akademik başarı ve teknolojiye yönelik tutum açısından deney grubu öğrencileri lehine istatistiksel olarak anlamlı bir fark gösterirken; nitel veriler ortaya çıkan farkın nedenlerini açıklayıp nicel verileri destekler niteliktedir. Araştırma sonucunda eğlenceli, izleme ve dinlemeye teşvik edici, sürece aktif katılım imkanı sağlayan dijital öykülerin kolay ve kalıcı öğrenmelere fırsat sağlayarak akademik başarıyı artırdığı, teknolojiye yönelik tutumun gelişminde etkili olduğu tespit edilmiştir. Bu sonuca göre anlamlı öğrenmelerin gerçekleştirilmesine zengin bir içerik sunan dijital öykülerin sosyal bilgiler derslerinde kullanılabilecek alternatif pedagojik bir yol olduğu ifade edilebilir.

Anahtar Kelimeler:

sosyal bilgiler dersi, dijital öykü, akademik başarı, teknolojiye yönelik tutum

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

The aim of this study is to examine the impact of social studies courses conducted through digital storytelling on students’ academic achievement and attitude towards technology and to determine student views on such a learning process. Embedded mixed methods design was used in the study, consisting of 41 fourth grade students at a primary school. An academic achievement test, an attitude scale towards technology, and a semi-structured interview form developed by the researchers were used as data collection tools. Descriptive and predictive statistics were used in the analysis of the data obtained from the academic achievement test and the scale of attitude towards technology, while the data obtained from semi-structured interviews were analysed with content analysis. The quantitative findings showed statistical significance in favour of the experimental group students in terms of academic achievement and attitude towards technology, whereas the qualitative data explained the reasons for the difference in a way that supported the quantitative data. The results indicated that digital stories that are entertaining and encouraging to watch and listen to, in addition to enabling active participation in the process proved to increase the students’ academic achievement by creating easy and permanent learning opportunities and to be efficacious in developing positive attitude towards technology. From this perspective, it can be argued that digital storytelling, which offers a rich content to achieve meaningful learning, is an alternative pedagogical way that can be utilized in social studies lessons.

Keywords:

social studies course, digital storytelling, academic achievement, attitude towards technology,

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