Dijital Öyküleme Yöntemiyle Hazırlanan Bilim İnsanı Biyografilerinin İlkokul Öğrencilerinin Bilim İnsanı İmajına Etkisi

Yıl 2022, Sayı: 55, 155 - 179, 28.04.2022

Seher Esen , Sebahat Türkyılmaz , Menşure Alkış Küçükaydın

https://doi.org/10.9779/pauefd.1003461

Cited By: 1

Öz

BBu araştırmanın amacı dijital öyküleme yöntemiyle hazırlanan ve bilim insanlarının kısa biyografilerine yer veren öykülerin, ilkokul öğrencilerinin bilim insanı imajları üzerindeki etkisini araştırmaktır. Bu amaçla çalışma, bir devlet okulunda öğrenim gören toplam 126 ilkokul öğrencisiyle tek grup ön test–son test zayıf deneysel desen tasarımıyla yürütülmüştür. Çalışmada metaforlardan ve bilim insanı çizim testinden yararlanılmıştır. Nicel verilerin analizinde McNemar istatistiği yapılmış nitel veriler ise içerik analizine tabi tutulmuştur. Çalışma sonucunda öğrencilerin bilim insanının dış görünüşü, bilgi kategorisi ve cinsiyeti konusunda imaj değişikliğine uğradıkları ancak araştırma ve teknoloji sembolleri, çalışma mekânı ve başlık-alt yazı-simge kategorilerinde imaj değişikliğinin olmadığı görülmüştür. Öğrencilerin bilim insanı konusunda geliştirmiş oldukları metaforlar incelendiğinde ise bilim insanının doğuştan getirdiği yetenekleri dışında çalışarak başarıya ulaştıklarına dair imaj edindikleri görülmüştür. Çalışma sonuçlarına dayanarak yeni uygulamalara yönelik öneriler sunulmuştur.

Anahtar Kelimeler

bilim insanı imajı, dijital öyküleme, ilkokul öğrencisi

Examining the Effect of Scientist Biographies Prepared by Digital Storytelling on Primary School Students’ Image of the Scientist

Öz

This study aimed to investigate the effect of stories prepared by digital storytelling and including short biographies of scientists on the images of scientists of primary school students. The study was designed with a single group pretest-posttest weak experimental design. The working group of the study was composed of 126 primary school students studying in a public school. Metaphors and Draw-A-Scientist Test (DAST) were used in the study. McNemar’s tests were used to analyze quantitative data, and qualitative data were analyzed using content analysis. As a result of the research, it was seen that the students changed their image in terms of the scientist’s appearance, information category, and gender, but there was no image change in the research and technology symbols, studying place, and headings-subheadings-symbol categories. When the metaphors developed by the students about the scientist were examined, it was seen that they had an image that they achieved success by working, except for the innate abilities of the scientist.

Anahtar Kelimeler

scientist image, digital storytelling, primary school student

Kaynakça

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