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Journals / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2017 / Cilt: 11 - Sayı: 1

Use of QR Codes in Science Education: Science Teachers’ Opinions and Suggestions

ENGİN KARAHAN
SEDEF CANBAZOĞLU BİLİCİ
Pages
433–457
DOI
—
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AI Summary & Key Takeaways

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

The findings indicated that participants believed that use of QR codes in science classrooms positively impacts their students’ interest, motivation, and active participant, as well as the communication between teachers and parents.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:–The purpose of this study is to investigate middle school science teachers’ views on integrating QR code technologies into their instruction.
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Key Findings & Data:Using a single case (holistic) design, the participants of the study were 24 middle school science teachers (12 female and 12 male) who participated in a professional development program focusing on technology integration in science classes.
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Conclusion & Impact:The findings indicated that participants believed that use of QR codes in science classrooms positively impacts their students’ interest, motivation, and active participant, as well as the communication between teachers and parents.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

–The purpose of this study is to investigate middle school science teachers’ views on integrating QR code technologies into their instruction. Using a single case (holistic) design, the participants of the study were 24 middle school science teachers (12 female and 12 male) who participated in a professional development program focusing on technology integration in science classes. The data that derived from participants’ responses in a videocasting environment was analyzed through constant comparative content analysis. The findings indicated that participants believed that use of QR codes in science classrooms positively impacts their students’ interest, motivation, and active participant, as well as the communication between teachers and parents. In addition, participants addressed external (internet access, inadequate mobile devices etc.) and internal (incompetency of teachers for using QR code technologies) barriers. While they provided the examples of QR code uses for instructional methods, techniques, and assessment and evaluation, the participants also added the specific examples of QR code uses in science teaching and learning based on the literature

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Cite This Article

KARAHAN, E., BİLİCİ, S. C. (2017). Use of QR Codes in Science Education: Science Teachers’ Opinions and Suggestions. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 11 - Sayı: 1, 433–457. https://ajindex.com/articles/289864

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