Artırılmış Gerçeklik Teknolojisinin Fen Bilimleri Dersinde Çevresel Düşünce, Çevresel Davranış ve Çevreye Yönelik Tutum Değişkenlerine Etkisi

Year 2023, Issue: 33, 191 - 207, 31.05.2023

Faruk Arıcı

https://doi.org/10.54600/igdirsosbilder.1244979

Cited By: 1

Abstract

Fen öğreniminde teknolojinin kullanımı oldukça yaygındır. Yaygın olarak kullanılan bu teknolojilerden birisi de artırılmış gerçeklik (AG) teknolojisidir. Bu araştırma AG teknolojisinin öğrencilerin çevreye yönelik tutum, çevresel düşünce ve çevreye yönelik davranışları üzerindeki etkililiğini ayrıca bu değişkenler arasındaki ilişkiyi incelemeyi amaçlamaktadır. Araştırma çevreye karşı olumlu davranış, düşünce ve tutum sahibi bireylerin yetiştirilmesini AG teknolojisi kullanımıyla desteklediği için literatürde anlamlı bir yere sahip olacağı söylenebilir. Araştırma süreci, yarı deneysel desendeki ön test ve son test kontrol gruplu modele göre düzenlenmiş, bir deney ve bir kontrol grubu ile yürütülmüştür. Deney grubunda AG teknolojisi kullanılırken, kontrol grubunda mevcut program uygulanmıştır. Örneklem, 27 Kontrol grubu ve 26 Deney grubu olmak üzere 5. Sınıfta öğrenim görmekte olan 53 katılımcıdan oluşmuştur. Çalışmada veriler çevresel tutum ölçeği ile toplanmıştır. Araştırmadan elde edilen veriler MANOVA ve korelasyon analizine tabi tutulmuştur. Sonuçlar AG kullanımının ortaokul öğrencilerinin çevreye yönelik tutum, düşünce ve davranışlarına olumlu katkı sağladığını göstermiştir. Ek olarak deney ve kontrol gurubunda çevresel tutum, davranış ve düşünce değişkenlerinden bazıları arasında pozitif veya negatif ilişkiler olduğu belirlenmiştir. Araştırma sonuçlarına göre, ortaokul fen bilgisi dersleri kapsamında çevreye karşı olumlu düşünce, davranış ve tutum geliştiren bireyler yetiştirmek için AG teknolojisinin derslerde kullanılması önerilmektedir.

Keywords

artırılmış gerçeklik, çevresel tutum, çevresel düşünce, çevresel davranış, fen eğitimi

Supporting Institution

Yok

Project Number

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Thanks

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The Effect of Augmented Reality Technology on Environmental Thinking, Environmental Behavior and Attitude toward Environment Variables in Science Lesson

Abstract

The use of technology in science learning is quite common. One of these widely used technologies is Augmented reality (AR) technology. This research was purposed to examine the effectiveness of AR technology on students' attitudes, thinking, and behaviors toward the environment and to examine the relationship between these variables. The research will have a meaningful context in the literature as it supports raising individuals with positive behaviors, thinking, and attitudes toward the environment. The research process was arranged according to the quasi-experimental design's pre and post-test control group model. It was conducted with an experiment and a control group. While AR technology was used in the experimental group, it was applied to the existing program in the control group. The sample consisted of 53 participants in the 5th grade, which are 27 students in the Control group and 26 in the Experimental group. In the study, data was collected with the environmental attitude scale. MANOVA and correlation coefficient analyzed data collected in the context of research. The results showed that using AR positively contributes to secondary school students' attitudes, thinking, and behaviors toward the environment. In addition, it was determined that there were positive or negative relationships between some of the environmental attitudes, behavior, and thinking variables in the experimental and control groups. According to the research results, it is recommended to utilize AR technology in lessons to raise individuals who develop positive thinking, behaviors, and attitudes towards the environment within the context of secondary school science lessons.

Keywords

augmented reality, environmental attitude, environmental thinking, environmental behavior, science education

Project Number

Yok

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