Abstract
In this study, we aimed to determine the effects of Web 2.0 animation tools for science education on 4th-graders’ academic achievements and basic skills, as well as their attitudes and motivations towards science courses. The study was designed with pretest-posttest control group quasi-experimental pattern. The sample consisted of 4th-grade students studying at one of the primary schools in Selçuklu, Konya, Turkey. In the comparison of the pretest mean scores of the students in the data collection tools applied to the experimental and control groups as a pretest, it was determined that the groups were equivalent to each other in terms of their baseline characteristics. The topics in the experimental and control groups were taught in accordance with the methods-techniques prepared and recommended according to the 4th grade curriculum. Unlike the students in the control group who did not receive any additional intervention, the students in the experimental group watched animations prepared by the researcher. In the posttest mean scores of the students in the experimental and control groups, there was a significant difference in favor of the experimental group (t(55)achievement=-2.23, p<0.05). Accordingly, the teaching process applied in the experimental group was more effective on academic achievement than the teaching process in the control group. In the comparison of the results of the test of basic process skills (t(55)Skill=–.730, p>0.05) applied as a posttest to the experimental and control groups at the end of the teaching processes and the posttest mean scores obtained by the students in terms of their attitude (t(55)attitude=–.730, p>0.05) and motivations (t(55)motivation=.149, p>0.05) towards science, no significant difference was found between the groups. In this respect, the teaching processes applied to the experimental and control groups did not create any difference in the students’ basic skills, attitudes or motivations towards science
Highlights
Today, fast-advancing technology leads to many changes in our daily lives
Results for the First Research Question In the study, the first research question was: “Is there a significant difference between the pretest and posttest scores of the students in the experimental group regarding academic achievement, basic skills, and attitude and motivation towards science courses?” Table 6 shows the paired-samples t-test results based on the pretest and posttest mean scores of the experimental group regarding their academic achievement, basic skills, attitude and motivation for science courses
The second research question was: “Is there a significant difference between the pretest and posttest scores of the students in the control group regarding academic achievement, basic skills, and attitude and motivation towards science courses?” Table 7 shows the paired-samples t-test results based on the pretest and posttest mean scores of the control group regarding their academic achievements, basic skills, attitudes and motivations
Summary
Fast-advancing technology leads to many changes in our daily lives. The acceleration of access to information contributes to an increase in the knowledge of societies, but it accelerates changes in societies. “Today, in other words in age of the information society, what is expected from individuals is production, becoming practical and own the qualities of entrepreneurship” (Çötok, 2006: 53-54). In the information society that puts people in the center, human intelligence and creativity play a key role in achieving results. Web 2.0 refers to social technological environments where users who visit content platforms can contribute to this content effectively, make additions and switch from a passive to an active position
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