SavedAdd your journal

Journals / Journal of Turkish Science Education / 2020 / Cilt: 17 - Sayı: 1

The Effect of Using Virtual Reality in 6th Grade Science Course the Cell Topic on Students’ Academic Achievements and Attitudes towards the Course

SERHAN SARIOĞLU
Sönmez GİRGİN
Pages
109–125
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As a result of the research, it was concluded that the use of virtual reality technology in the cell subject teaching has a significant effect on students' achievement and attitudes towards the course.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this study, it was aimed to investigate the effect of virtual reality usage in science teaching on 100 students attending 6th grade in Orhaneli district of Bursa province in 2017-2018 academic year.
📊
Key Findings & Data:The Cell Knowledge Test developed by the researcher in the experimental and control groups generated by random assignment was applied separately before and after the cell subject was processed.
💡
Conclusion & Impact:As a result of the research, it was concluded that the use of virtual reality technology in the cell subject teaching has a significant effect on students' achievement and attitudes towards the course.
🔬Design:Modeling & Simulation
📍Scope:2017-2018 Verileri
⚙️Variables:Domain Parameters

Özet

In this study, it was aimed to investigate the effect of virtual reality usage in science teaching on 100 students attending 6th grade in Orhaneli district of Bursa province in 2017-2018 academic year. The study was designed as an experimental model of quantitative research methods. The Cell Knowledge Test developed by the researcher in the experimental and control groups generated by random assignment was applied separately before and after the cell subject was processed. In the experimental group, before and after the use of virtual reality applications which were adapted by the researcher, the attitude levels towards the course and the differences between these levels were revealed with the help of an Attitude Scale towards Science and Technology Course. As a result of the research, it was concluded that the use of virtual reality technology in the cell subject teaching has a significant effect on students' achievement and attitudes towards the course.

🔖

Cite This Article

SARIOĞLU, S., GİRGİN, S. (2020). The Effect of Using Virtual Reality in 6th Grade Science Course the Cell Topic on Students’ Academic Achievements and Attitudes towards the Course. Journal of Turkish Science Education, Cilt: 17 - Sayı: 1, 109–125. https://ajindex.com/articles/270587

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (7)

  1. Akpinar, E. (2006). Computer Assisted Instruction in Constructing of Abstract Concepts in Science. Teaching: “The Unit Electricity in Our Life” [Unpublished doctoral dissertation]. Dokuz Eylul University. Akpinar, E., Aktamis, H., & Ergin, O. (2005). Students' views on the use of educational technology in science course. The Turkish Online Journal of Educational Technology, 4(1), 93-100.
  2. Altinpulluk, H., & Kesim, M. (2015). Paradigm changes in augmented reality applications from past to present. [Conference presentation]. Academic Informatics Conference. Eskisehir: Anadolu University. Andolsek, D. L. (1995). Virtual reality in education and training. International Journal of Instructional Media, 22(2), 145-156.
  3. Aretz, A. (1991). The design of electronic map displays. Human Factors, 33(1), 85-101. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.841.9984&rep=rep1&type=p df Arias, A. M., & Davis, E. (2017). Supporting children to construct evidence-based claims in science: Individual learning trajectories in a practice-based program. Teaching and Teacher Education, 66, 204-218.
  4. Arici, V. A. (2013). A study on virtual reality programs in science education: "solar system and beyond: space riddle" example. [Unpublished master’s thesis]. Adnan Menderes University. Baratoff, G., & Blanksteen, S. (1993). Tracking devices. Retrieved from The Encyclopedia of Virtual Environments: https://www.hitl.washington.edu/projects/knowledge_base/virtualworlds/EVE/I.D.1.b.TrackingDevices.html
  5. Barron, A., & Orwig, G. (1993). New technologies for education: a beginner’s guide. USA: Libraries Unlimited Inc. Bayraktar, E., & Kaleli, F. (2007). Virtual reality on commercial applications. [Conference presentation]. Academic Informatics Conference. Kutahya. Retrieved from https://www.researchgate.net/profile/Erkan_Bayraktar/publication/237599951_sanal_ge rceklik_ve_uygulama_alanlari/links/54a00a790cf267bdb9014ec1.pdf Bayram, S. (1999). Virtual reality applications in education. MU Atatürk Faculty of Education Journal of Educational Sciences (11), 49-54.
  6. Brill, L. (1994). Metaphors for the travelling cybernaut. Virtual Reality World, 1(1), 30-33.
  7. Brooks, J. G., & Brooks, M. (1993). In search of understanding: the case for constructivist classrooms. Alexandria: Association for Supervision and Curriculum Development. Retrieved Feb 05, 2019, from http://ocw.metu.edu.tr/pluginfile.php/9173/mod_resource/content/1/In%20Search%20of %20Understanding.pdf Can, T., & Simsek