Coğrafya öğretiminde artırılmış gerçeklik uygulamaları: Bir eylem araştırması
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Coğrafya öğretiminde materyal kullanımının öğrenmenin hızına, kalıcılığına ve öğrenci üzerinde bıraktığı etkilere yönelik birçok çalışma yapıldığı görülmüş ve materyal kullanımının çok önemli katkılar sağladığı belirlenmiştir. Coğrafya öğretiminde kullanılan geleneksel materyallerin yanı sıra son yıllarda teknoloji tabanlı olmak üzere yeni materyal türleri de ortaya çıkmaya başlamıştır. Bu yeni materyallerden birini de pek çok alanda kullanılmaya başlanan ve eğitimin çeşitli alanlarında kullanımının olumlu katkıları tespit edilen artırılmış gerçeklik uygulamaları oluşturmaktadır. Yapılan bu çalışma ile artırılmış gerçeklik uygulamalarının coğrafya öğretiminde kullanılabilirliği tespit edilemeye çalışılmıştır. Eylem araştırması yöntemiyle gerçekleştirilen bu çalışmada geliştirilen örnek artırılmış gerçeklik uygulamaları toplam sekiz hafta süreyle sınıflarda uygulanmıştır. Artırılmış gerçeklik uygulamalarıyla içeriği zenginleştirilen coğrafya dersleri ile eş zamanlı olarak kontrol gruplarında da normal ders akışı devam ettirilmiştir. Uygulamanın bir ders öncesinde ön test, uygulama sona erdikten sonraki ilk derste son test ve uygulama sona erdikten 4 hafta sonra kalıcılık testi olarak deney ve kontrol gruplarına başarı testi ve tutum ölçeği gerçekleştirilmiştir. Nicel verilerin yanında uygulamaya yönelik nitel verilerin de elde edilerek orijinal görüşlerin ortaya çıkarılması için öğrencilerden artırılmış gerçeklik uygulamaları ile zenginleştirilen coğrafya dersleriyle ilgili günlükler yazması istenmiştir. Uygulama esnasında uygulamayı gerçekleştiren araştırmacı kendi gözlem ve günlüklerini not etmiştir. Uygulama sonrasında deney grubunda yer alan ve amaçlı örneklem tekniğiyle seçilen öğrencilerle yüz yüze görüşme gerçekleştirilerek öğrenci görüşme formunda yer alan soruların cevapları alınmıştır. Araştırmadan elde edilen nicel veriler SPSS paket programında analiz edilmiş ve sonuçları araştırmacı yorumları ile desteklenmiştir. Araştırmadan elde edilen nitel veriler ise araştırmacı tarafından içerik analizi yapılarak sonuçları araştırmacının yorumlarıyla harmanlanmış ve nicel sonuçlarla da birleştirilerek genel sonuca ulaşılmıştır. Bunun sonucunda artırılmış gerçeklik uygulamaları ile içeriği zenginleştirilen coğrafya derslerinin öğrencilerin akademik başarısına deney ve kontrol gruplarında küçük farklar dışında anlamlı bir etkisi görülmemişken coğrafya tutumuna yönelik olumlu tutum artışının deney gruplarında anlamlı bir fark oluşturduğu tespit edilmiştir. Öğrenci günlükleri, öğrenci görüşme formları ve araştırmacı gözlemleri ve günlüklerini içeren verilerin sonuçlarından da aynı yönde bulgulara ulaşılmıştır. Deney grubundaki öğrencilerin artırılmış gerçeklik uygulamalarıyla içeriği zenginleştirilen coğrafya derslerini genel anlamda çok sevdikleri ve dersleri sabırsızlıkla bekledikleri, ders esnasında ve sonrasında coğrafyaya karşı ilgilerinin arttığı, bu uygulamaların coğrafyaya olan bakış açısını olumlu yönde değiştirerek coğrafya öğretimine önemli ölçüde katkı sunduğu görülmüştür. Artırılmış gerçeklik uygulamalarının coğrafya öğretimi üzerindeki olumlu etkilerinden yola çıkarak bu uygulamaların daha profesyonel şekilde ve genele yayılacak şekilde merkezi sistemle bütün coğrafya derslerinde uygulanması gerektiği çalışma sonucu olarak önerilmiştir.
It It has been seen that many studies have been carried out on the speed and permanence of learning and the effects of the use of materials on the students in geography teaching, and it has been determined that the use of materials makes very important contributions. In addition to the traditional materials used in geography teaching, new material types, including technology-based, have started to emerge in recent years. One of these new materials is augmented reality applications, which have started to be used in many fields and whose use in various fields of education has been found to have positive contributions. With this study, it was tried to determine the usability of augmented reality applications in geography teaching. The sample augmented reality applications developed in this study, which was carried out with the action research method, were applied in the classrooms for a total of eight weeks. The normal course flow was continued in the control groups simultaneously with the geography courses, the content of which was enriched with augmented reality applications. An achievement test and an attitude scale were administered to the experimental and control groups as a pre-test before the application, the post-test in the first lesson after the application ended, and a retention test 4 weeks after the application ended. In addition to the quantitative data, the students were asked to write diaries about the geography lessons enriched with augmented reality applications in order to obtain the qualitative data for the application and to reveal the original views. During the application, the researcher who carried out the application noted his own observations and diaries. After the application, face-to-face interviews were conducted with the students in the experimental group and selected with the purposeful sampling technique, and the answers to the questions in the student interview form were obtained. The quantitative data obtained from the research were analyzed in the SPSS package program and the results were supported by the researcher's comments. The qualitative data obtained from the research, on the other hand, were analyzed by the researcher and the results were blended with the comments of the researcher and combined with the quantitative results, the general result was reached. As a result of this, it was determined that the geography lessons enriched with augmented reality applications did not have a significant effect on the academic success of the students except for small differences in the experimental and control groups, while the increase in the positive attitude towards the geography attitude created a significant difference in the experimental groups. Findings in the same direction were obtained from the results of the data including student diaries, student interview forms and researcher observations and diaries. It was observed that the students in the experimental group liked the geography lessons, the content of which was enriched with augmented reality applications, in general very much and they looked forward to the lessons, their interest in geography increased during and after the lesson, and these applications contributed significantly to geography teaching by changing the perspective on geography in a positive way. Based on the positive effects of augmented reality applications on geography teaching, it has been suggested as a result of the study that these applications should be applied in all geography lessons in a more professional way and with a centralized system.
It It has been seen that many studies have been carried out on the speed and permanence of learning and the effects of the use of materials on the students in geography teaching, and it has been determined that the use of materials makes very important contributions. In addition to the traditional materials used in geography teaching, new material types, including technology-based, have started to emerge in recent years. One of these new materials is augmented reality applications, which have started to be used in many fields and whose use in various fields of education has been found to have positive contributions. With this study, it was tried to determine the usability of augmented reality applications in geography teaching. The sample augmented reality applications developed in this study, which was carried out with the action research method, were applied in the classrooms for a total of eight weeks. The normal course flow was continued in the control groups simultaneously with the geography courses, the content of which was enriched with augmented reality applications. An achievement test and an attitude scale were administered to the experimental and control groups as a pre-test before the application, the post-test in the first lesson after the application ended, and a retention test 4 weeks after the application ended. In addition to the quantitative data, the students were asked to write diaries about the geography lessons enriched with augmented reality applications in order to obtain the qualitative data for the application and to reveal the original views. During the application, the researcher who carried out the application noted his own observations and diaries. After the application, face-to-face interviews were conducted with the students in the experimental group and selected with the purposeful sampling technique, and the answers to the questions in the student interview form were obtained. The quantitative data obtained from the research were analyzed in the SPSS package program and the results were supported by the researcher's comments. The qualitative data obtained from the research, on the other hand, were analyzed by the researcher and the results were blended with the comments of the researcher and combined with the quantitative results, the general result was reached. As a result of this, it was determined that the geography lessons enriched with augmented reality applications did not have a significant effect on the academic success of the students except for small differences in the experimental and control groups, while the increase in the positive attitude towards the geography attitude created a significant difference in the experimental groups. Findings in the same direction were obtained from the results of the data including student diaries, student interview forms and researcher observations and diaries. It was observed that the students in the experimental group liked the geography lessons, the content of which was enriched with augmented reality applications, in general very much and they looked forward to the lessons, their interest in geography increased during and after the lesson, and these applications contributed significantly to geography teaching by changing the perspective on geography in a positive way. Based on the positive effects of augmented reality applications on geography teaching, it has been suggested as a result of the study that these applications should be applied in all geography lessons in a more professional way and with a centralized system.
Açıklama
Doktora Tezi
Anahtar Kelimeler
Artırılmış Gerçeklik, Coğrafya Öğretimi, Öğretim Teknolojisi, Eylem Araştırması, Augmented Reality, Geography Education, Educational Techology, Action Research
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Tuncer, T. (2023). Coğrafya öğretiminde artırılmış gerçeklik uygulamaları: Bir eylem araştırması. (Yayımlanmamış doktora tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkçe ve Sosyal Bilimler Eğitimi Anabilim Dalı, Konya.
