AN ALTERNATIVE TEACHING TOOL IN SCIENCE EDUCATION: EDUCATIONAL COMICS

Comics, which attract attention with their adaptation to changing conditions in the historical process, are increasing their popularity both in current life and in the field of education. They can be used as a powerful supplementary teaching tool concretizing abstract concepts, especially in lessons such as Science. They can also be used to convey abstract concepts to students in an entertaining way. From this point of view, the study aimed to reveal the general characteristics, structure, elements, and historical development of comics at a theoretical level. The study, which adopted a qualitative research design, was based on a wide range of a literature review focusing on comics in an educational context as alternative resources to use in science education. The data collected were coded, grouped, and reorganized as a report to present within the context of science education for the teachers who might plan to use comics in their classes, and researcher

Effect on Academic Achievement and Misconceptions of Pre-service Teachers through Combining Different Teaching Methods in a Preschool Science Course

This study aimed to investigate the effects of different active teaching techniques on pre-school student teachers' concept learning and academic achievement. The study group consisted of 46 third year pre-school student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the pre-school student teachers. The researcher took observation notes during the in-class teaching exercises. The findings revealed that there were significant differences between the student teachers' pre and post-test scores. They understood science concepts significantly better by the end of the course. It is concluded that combining different teaching methods enhances science concept understanding among student teachers.  In addition, misconceptions decreased after instruction

Coronavirus (COVID-19) From The Perspective of the Children 60-72 Months

The aim of the study is determined as to reveal the cognitive structures of 60-72 months old children regarding the coronavirus. The case study method was used to conduct this study, which involved 16 pre-school students aged 60 to 72 months in early childhood. The content analysis method was used to examine the data obtained from the drawings created by children and their perspectives on the impact of coronavirus on our lives. The findings, in the form of codes for color, figure, drawing tempo, and picture placement on paper, were grouped under the theme of children%252339%253Bs sentiments and thoughts regarding the coronavirus. As a result of the study, it was seen that the children had feelings of anxiety, danger, and death related to the coronavirus, as well as the need for security and love. In addition, all of the children%252339%253Bs depictions of the virus with figures with circles and limbs are not based on scientific knowledge%252Fdescription of preschool children%253B it suggests that children are affected by environmental awareness such as social media, family and school. It is recommended to conduct different studies in which the causes of negative thoughts in the cognitive architecture of children revealed in this research are investigated in the context of the social environment

An Innovative Learning Approach in Education: Collaborative Creativity Model

DergiPark: 753592trakyasobedChanges in the 21st century have apparently led to the transformation of the structure of education and training activities and required a different perspective on the education and training process. At this point, education programs emphasize the ability of individuals to evaluate real-time problems in a multifaceted and creative way, to work in harmony and to use their high-level thinking skills. In order to develop creativity skills in individuals and to produce, evaluate and apply innovative solutions, social processes should be given more importance rather than individual efforts. The most important step to create a creative education ecosystem in line with changing conditions is to place collaborative creativity into the center of education. For this reason, it is important to reveal how collaborative creativity is conceptualized, especially in educational environments. The objective of this research is, in this context, to reveal collaborative creativity and its theoretical basis, structure, components, models and applications in the context of education at the theoretical level. In the research, a compilation was made on collaborative creativity with a focus on education and scientific studies related to the subject were examined by means of the literature review method. Thus, information about collaborative creativity, which is an innovative learning model in education, and its reflections on education was collected and the subject was addressed from different perspectives. It can be said that the arguments of this study are very important in terms of evaluating the role of collaborative creativity in education as well as being explanatory about its basic elements and components.21. yüzyılda yaşanan değişimler, eğitim ve öğretim faaliyetlerinin yapısını değiştirmekte ve eğitim-öğretim sürecine farklı bir bakış açısı geliştirilmesini gerektirmektedir. Bu noktada eğitim programları, bireylerin gerçek yaşamda karşılaştığı problemleri çok yönlü ve yaratıcı şekilde değerlendirebilmelerine, iş birliği içerisinde uyumlu çalışabilmelerine ve üst düzey düşünme becerilerini kullanabilmelerine vurgu yapmaktadır. Bireylerdeki yaratıcılık becerisinin geliştirilmesi, yenilikçi çözümlerin üretilmesi, değerlendirilmesi ve uygulanması için, bireysel çabalardan çok sosyal süreçlere önem verilmesi gerekmektedir. Değişen şartlara uygun, yaratıcı eğitim ekosistemini oluşturmak için atılacak en önemli adım işbirlikli yaratıcılığın eğitim odağına yerleştirilmesidir. Bu nedenle özellikle eğitim ortamlarında işbirlikli yaratıcılığın nasıl kavramsallaştırıldığının ortaya koyulması önemli görülmektedir. Bu araştırmanın amacı, işbirlikli yaratıcılığı ve bunun eğitim bağlamındaki teorik temelinin, yapısının, bileşenlerinin, model ve uygulamalarının alan yazın incelemelerinden hareketle teorik düzeyde ortaya koymaktır. Araştırmada işbirlikli yaratıcılığa ilişkin eğitim odağında bir derleme yapılarak konuya ilişkin bilimsel çalışmalar alan yazın taraması yöntemiyle incelenmiştir. Böylelikle eğitimde yenilikçi bir öğrenme modeli olan işbirlikçi yaratıcılık ve bunun eğitime yansımaları hakkında bilgiler toplanmış, farklı bakış açılarından konu ele alınmaya çalışılmıştır. Çalışmanın işbirlikli yaratıcılığın, temel öğeleri ve bileşenleri hakkında açıklayıcı olmasının yanı sıra eğitimde özgün bir ürün elde etmedeki rolünün değerlendirilmesi açısından oldukça önemli olduğu söylenebilir

Effect of Activities Prepared by Different Teaching Techniques on Scientific Creativity Levels of Prospective Pre-school Teachers

The purpose of this research is to evaluate the effectiveness of the activities, which are prepared by teaching techniques that support scientific creativity, on the scientific creativity levels of prospective pre-school teachers. In the research, combined design is used, which is one of the mixed research approaches. The study group of the research included a total of 46 prospective pre-school teachers who have studied in the Education Faculty of Kafkas University in 2016-2017 academic year. The applications were carried out in the "science education" which is one of the third-grade 5th-semester courses of the pre-primary education program. The application process was completed in 4 hours a week for a total of 40 hours. In the analysis of the quantitative data collected by Scientific Creativity Test, percentage calculation and t-test were used. Explanatory and inferential codes were used in the analysis of qualitative data obtained from the in-class observations. As a result of the research, it was seen that the course activities in which different techniques were used positively influenced the scientific creativity levels of the prospective teachers. Prospective teachers' level of skills involved in creative trait, creative process, and creative product sub-dimensions also developed. It has been suggested in the direction of these results that different techniques should be used together to develop scientific creativity

The opinions of prospective teachers on the design and use of digital educational comics as a technological teaching material in science education: The opinions of prospective teachers on the design and use of digital educational comics

In this study, it is aimed to examine the opinions of prospective teachers about the design of digital educational comics designed within the scope of science education and their use in educational environments. This study, conducted with 129 prospective teachers determined by purposeful sampling method, is suitable for a case study. After the prospective teachers received a four-hour training on digital educational comics, they designed their digital educational comics for two weeks. After the design process, their views on design and applicability of these designs were determined with structured questionnaires. The collected data were analyzed in four stages with the MAXQDA-20 program in accordance with content analysis. In the study, it was determined that the prospective teachers had difficulties at the point of designing visual and graphical elements in digital environment during the digital educational comic design process and that they were negatively affected by technological insufficiencies. In addition to this, the candidates expressed the views on the need to pay attention to the digital educational comic’s subject-acquisition relationship, scientific knowledge and the relationship of this knowledge with daily life. It is recommended to increase the use of technology-oriented alternative teaching materials such as digital educational comics in science education from preschool to undergraduate level instead of traditional teaching materials

Okul Öncesi Öğretmen Adaylarının Yansıtıcı Günlüklerin Değerlendirilmesine Yönelik Görüşleri

Bu araştırmanın amacı okul öncesi öğretmen adaylarının Fen Eğitimi dersini değerlendirdikleri yansıtıcı günlüklere ilişkin görüşlerini derinlemesine belirlemektir. Araştırmada durum çalışması kullanılmıştır. Araştırma Kafkas üniversitesinde öğrenim gören 42 okul öncesi öğretmen adayıyla yürütülmüştür. Araştırmada amaçlı örnekleme yoluna gidilerek çalışma grubu Fen Eğitimi dersini alan adaylar arasından belirlenmiştir. Öğretmen adayları her ders sonunda yansıtıcı günlük yazmışlardır. Öğretmen adaylarının yansıtıcı günlük kullanımına ilişkin görüşlerinin belirlenmesi için araştırmacı tarafından amaç çerçevesinde hazırlanmış 4 ana sorudan oluşan bir anket kullanılmıştır. Hazırlanan ankette, öğretmen adaylarının yansıtıcı günlüklerin kullanımına ilişkin olumlu ve olumsuz görüşleri, faklı derslerde kullanımına ilişkin fikirleri ve günlüklerin içerisinde yer alan sorulara ilişkin görüşleri sorgulanmıştır. Hazırlanan anketin içerisinde yer alan sorular Fen Eğitimi eğitiminde uzman üç akademiysen tarafından incelenmiş, uzman görüşleri çerçevesinde yapılandırılmıştır. Yansıtıcı günlüklerden sağlıklı bilgi elde edilebilmesi için öğretmen adaylarına, yansıtıcı günlüklere ilişkin 2 saatlik bir eğitim verilmiştir. Yansıtıcı günlüklerin ne olduğu ve hangi amaçlar için kullanılabileceği, kendilerinden hangi amaç için kullanmalarının isteneceği, bilinen günlüklerden farkları gibi konulara değinilmiştir. Öğretmen adaylarından toplanan nitel verilerin analizi için açıklayıcı ve çıkarımsal kodlar kullanılmıştır. Analiz sonuçlarına göre öğretmen adaylarının yansıtıcı günlükleri, hem dersi değerlendirmede hem de kendi öz değerlendirmelerinde kullanılabilecek etkili bir araç olarak gördükleri belirlenmiştir. Günlüklerin dersin tekrarı niteliği taşıdığı ve yaratıcı fikirlerinin gelişimine de katkı sağladığı ile ilgili görüşler elde edilmiştir. Öğretmen adayları yansıtıcı günlüklerin öğrencilerin ilgi alanlarını belirlemede de yol gösterici olabileceğini ve kendi fikirlerinin dikkate alınmasından da kendilerini değerli hissedebileceklerini belirtmişlerdir. Adaylar, yansıtıcı günlüklerin kalıcı öğrenmeler gerçekleştirip başarıyı arttırması ve öğretmen-öğrenci iletişiminin güçlenmesi açısından özellikle uygulamalı derslerde kullanılmasını önermişlerdir