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21.YÜZYIL BECERİLERİNİN GELİŞİMİNDE DİJİTAL ÖYKÜLEMELER: ORTAÖĞRETİM ÖĞRENCİLERİNİN GÖRÜŞLERİNİN İNCELENMESİ

DIGITAL STORYTELLING FOR DEVELOPING 21st CENTURY SKILLS: FROM HIGH SCHOOL STUDENTS' POINT OF VIEW

Journal Name:

  • Eğitim ve Öğretim Araştırmaları Dergisi

Publication Year:

  • 2015

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The purpose of this study is to examine high school students' views about the effect of Digital Storytelling on developing the 21st century skills. The study was applied to 32 students from Van Gölü Vocational High School during six weeks in 2013-2014 academic year in the district of Van. After students created and shared digital stories in social media, views from students about digital stories were obtained via structured interviews. The descriptive analysis was used for data analysis. Students stated that during this process, (a) They searched for topics and gathered data and thus improve their learning and innovation skills, (b) They combined multimedia materials such as video, sound, music and visuals etc. with the data that they gathered and thus improve their ICT skills, (c) They highlighted that they were actively engaged in activities like commenting, evaluating and voiceover and thus improve their life skills.
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Abstract (Original Language): 
Bu çalışmanın amacı fizik öğretiminde dijital öykülemelerin öğrencilerin 21.yy becerilerine etkisini öğrenci görüşleri açısından incelemektir. Çalışma, 2013-2014 eğitim öğretim yılında, Van Merkez Vangölü Teknik ve Endüstri Meslek Lisesi'nde 32 öğrenciyle, 6 haftalık süreyle yürütülmüştür. Öğrencilerden, oluşturdukları dijital öyküleri sosyal medyada paylaştıktan sonra, dijital öykülemeler ile ilgili görüşleri alınmıştır. Öğrenciler dijital öyküleme sürecinde; (a) belirledikleri konularda araştırma yaptıklarından öğrenme ve yenilenme becerilerinin, (b) araştırdıkları bilgileri ve çoklu ortam materyallerini (video, ses, müzik) hikaye panosu vb görevler için birbiri ile ilişkilendirdiklerinden bilgi, medya ve teknoloji becerilerinin, (c) süreçte farklı görevleri (senaryo yazmak, seslendirme yapmak, değerlendirme gibi) bulunduğundan ve gerçekleştirilen etkinliklerde aktif bir rol aldıklarından yaşam ve meslek becerilerinin geliştiğini belirtmişlerdir.
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  • Turkish

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Eğitim ve Öğretim Araştırmaları Dergisi
Journal of Research in Education and Teaching
Mayıs 2015 Cilt:4 Sayı:2 Makale No: 36 ISSN: 2146-9199
363
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