This study aims to reach the meta-analysis data by analyzing the augmented reality (AR) applications used in Science Education. The search was conducted on specific databases considering the studies ...carried out between 2000 and 2019 years. While collecting data, inclusion criteria were considered. After searching the related databases, 24 studies were reached. Based on the random-effects model, the study results revealed that the ES value was g = 0.602, which means a medium size in the meta-analysis process according to Thalheimer and Cook's (2002) calculation level. Furthermore, z-test calculations conducted to reveal the statistical significance were found to be z = 4.989, which showed that AR applications had a significant effect on science learning. In this context, it is thought that this technological design, which offers a positive contribution to science education, allows interacting with animations or simulations simultaneously without breaking away from the real world and will serve as a model for future studies.
This study was carried out to determine the effectiveness of the Flipped Classroom Model (FCM) in an educational setting. For this purpose, a multi-complementary approach (MCA) was used including ...both quantitative (meta-analysis) and qualitative (thematic). MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.
Cilj je ovog istraživanja utvrditi kakav je učinak primjene pametnih ploča (PP) na školski uspjeh, polazeći od multikomplementarnog pristupa (MkP). Istraživanje je provedeno u tri faze: prva je faza ...obuhvaćala metaanalizu i uvid u teme na temelju pregleda dokumenata da bi se dobili pretkomplementarni podatci i tako utvrdile postojeće praznine; u drugoj se fazi razmatrao proces dobivanja postkomplementarnih podataka da bi se eliminirale utvrđene praznina; treća je faza podrazumijevala integraciju rezultata iz prethodnih dviju faza i davanje preporuka za dobivanje komplementarnih podataka. S tim su ciljevima provedene metaanaliza i analiza tema, odnosno proveden je eksperimentalni dio istraživanja. Spomenuti je proces proveden u trima fazama, a obuhvaćao je rezultate kvalitativne i kvantitativne obrade podataka kao doprinos valjanosti i pouzdanosti istraživanja.
In this study, it is aimed to examine the studies on coding-based applications through the mixed-meta analysis method. The effect of coding-based practices on retention scores was examined using the ...meta-analysis method at first step. Following the first step, a meta-thematic analyzes of the qualitative studies were carried out on behalf of the effectiveness of coding-based applications and results regarding the relationship and effectiveness of coding-based practices with retention were reached. 10 studies on the effectiveness and retention of coding-based practices were attained through the scanning databases regarding document review. According to the results from meta-analysis, effect size (g=1.48 – huge) of coding-based applications had a significant difference in favor related practices. In addition, it has been determined that coding-based applications are effective teaching methods when studies based on participants’ opinions in line with the themes and codes were examined within the framework of meta-thematic analysis. The results of the research revealed that meta-analysis and meta-thematic analysis findings are compatible with each other and that coding-based practices contribute to easy, effective and enjoyable learning, positively influence students’ cognitive development processes, improve their skills, and affect them to come up with new products. Additionally, it has been concluded that the proper usage of the related applications can increase retention. It has been observed that coding-based applications contribute to analytical and multi-dimensional thinking, possess problem-solving property, are easy to reinforce, and provide retention.
Bu araştırmanın amacı, eğitimde Endüstri 4.0 kavramlarına ilişkin akademisyenlerin yeterlik düzeylerine yönelik görüşlerini belirlemektir. Akademisyen görüşleri çok yüzeyli Rasch ölçme modeliyle ...incelenmiştir. Araştırmanın çalışma grubunu Türkiye'nin farklı bölgelerinde görev yapan 13 akademisyenden oluşan puanlayıcılar oluşturmaktadır. Rasch ölçme modeline göre araştırmanın üç yüzeyinden; ilki 13 adet puanlayıcı (jüri) olarak akademisyenler, diğeri dokuz adet Endüstri 4.0 ile ilişkili kavramlar, üçüncüsü de bu kavramlara yönelik belirlenen dokuz maddeden (ölçüt) oluşmaktadır. Araştırmada Endüstri 4.0 terminolojisinde sıklıkla kullanılan nesnelerin interneti, artırılmış gerçeklik, yapay zekâ, siber güvenlik, bulut bilişim teknolojisi, giyilebilir teknolojiler, sanal gerçeklik, simülasyon teknolojileri, büyük veri ve veri analitiği kavramları akademisyen görüşleri doğrultusunda incelenmiştir. Yapılan analiz sonucunda Endüstri 4.0 ile ilişkili kavramlardan yapay zekâ ile büyük veri ve veri analitiği kavramlarının en yüksek niteliğe sahip olduğu tespit edilmiştir. Diğer taraftan araştırmada giyilebilir teknolojiler ve siber güvenlik kavramlarının en düşük niteliğe sahip olduğu sonucuna ulaşılmıştır. Ayrıca katılımcıların araştırmada incelenen Endüstri 4.0 ilişkili kavramları öğrenme ortamlarını düzenleyebilme ve materyal hazırlama konusunda zorluk yaşayabilecekleri sonucu ortaya çıkmıştır. Diğer taraftan katılımcılar bu kavramlarla yaşam boyu öğrenmelerini ve kişisel gelişimlerini sürdürebileceklerini ifade etmişlerdir. Analiz sonucunda ayrıca jürilerin katılık ve cömertlikleri açısından ayrıldıkları tespit edilmiştir. Endüstri 4.0 ile ilişkili kavramların değerlendirilmesinde çok-yüzeyli Rasch ölçme modelinin etkin bir şekilde kullanılabileceği ve oldukça faydalı sonuçlar sağladığı sonucuna varılmıştır.
The purpose of this research is to determine the opinions of academicians about the proficiency levels of industry 4.0 concepts in education. The opinions of the academicians were examined with the many-facet Rasch measurement model. The study group of the research consists of raters consisting of 13 academicians working in different regions of Turkey. According to the Rasch measurement model, the first of the three dimensions of the research consists of academicians as 13 raters (jury), the other dimension consists of nine concepts related to industry 4.0, and the third dimension consists of nine items (criteria) determined for these concepts. In the research, the concepts frequently used in industry 4.0 terminology: the internet of things, augmented reality, artificial intelligence, cyber security, cloud computing technology, wearable technologies, virtual reality, simulation technologies, big data and data analytics were examined in line with the opinions of academicians. As a result of the analysis, it was determined that the concepts of artificial intelligence, big data and data analytics, which are among the concepts related to industry 4.0, have the highest quality. On the other hand, in the research, it was concluded that the concepts of wearable technologies and cyber security had the lowest qualifications. On the other hand, in the research, it has been concluded that the concepts of wearable technologies and cyber security are the concepts with the lowest quality. In addition, it was concluded that the participants might have difficulties in organizing the teaching environments and preparing materials for Industry 4.0 related concepts examined in the research. On the other hand, the participants stated that they could continue their lifelong learning and personal development by using these concepts. As a result of the analysis, it was also determined that the juries differed from each other in terms of their severity and leniency. It has been concluded that the many facet Rasch measurement model can be used effectively in the evaluation of the concepts related to Industry 4.0 and provides quite useful results.
The purpose of this study is to assess teachers’ opinions about coding-based entertainment applications in the context of 21st-century skills. Teachers' opinions were analyzed using the Many facet ...Rasch measurement model. The study group of the research consists of 14 teachers working in different regions of Turkey. According to the Rasch measurement model, the study has three facets. The first of these facets is the teachers as 14 raters (judges). The other facet is six entertainment applications based on coding. The third facet consists of 11 items (criteria) established for these applications. In this study, coding-based applications such as Scratch, Code.org, CodeMonkey, CodeCombat, Mobil Kod (EBA), and mBlock were examined based on teachers' opinions. The analysis showed that the Scratch and mBlock applications had the highest quality while the Mobil Kod application had the lowest quality. In addition, it was found that through the use of coding-based applications, it may be difficult to develop students' understanding of solidarity and benevolence. On the other hand, teachers indicated that these applications arouse students' curiosity and interest in new developments and enable them to learn by doing. As a result of the analysis, it was also found that judges differ in terms of their severity and leniency. It is expected that the results of the study will contribute to this area.
Bu araştırmanın amacı, 21. yüzyıl becerileri bağlamında kodlamaya dayalı eğlenceli uygulamalara yönelik öğretmen görüşlerini belirlemektir. Öğretmen görüşleri çok yüzeyli Rasch ölçme modeliyle incelenmiştir. Araştırmanın çalışma grubunu Türkiye'nin farklı bölgelerinde görev yapan 14 öğretmenden oluşan puanlayıcılar oluşturmaktadır. Rasch ölçme modeline göre araştırmanın üç yüzeyi bulunmaktadır. Bu yüzeylerden ilki 14 adet puanlayıcı (jüri) olarak öğretmenlerdir. Diğeri altı adet kodlamaya dayalı eğlenceli uygulamalardır. Üçüncü yüzey ise bu uygulamalara yönelik belirlenen 11 maddeden (ölçüt) oluşmaktadır. Araştırmada kodlamaya dayalı uygulamalardan Scratch, Code.org, CodeMonkey, CodeCombat, Mobil Kod (EBA) ve mBlock uygulamaları öğretmen görüşleri doğrultusunda incelenmiştir. Analiz sonucunda Scratch ve mBlock uygulamalarının en yüksek niteliğe sahip olduğu belirlenmiştir. Diğer taraftan Mobil Kod uygulamasının ise en düşük niteliğe sahip olduğu sonucuna ulaşılmıştır. Ayrıca araştırmada incelenen kodlamaya dayalı uygulamaların öğrencilerde dayanışma ve yardımseverlik anlayışları geliştirmede zorluk yaşayabilecekleri sonucu ortaya çıkmıştır. Diğer taraftan öğretmenler bu uygulamalarla öğrencilerin yeni gelişmelere meraklı ve ilgili olacağı ve yaparak-yaşayarak öğrenme fırsatı sunacağını ifade etmişlerdir. Analiz sonucunda ayrıca jürilerin katılık ve cömertlikleri açısından ayrıldıkları tespit edilmiştir. Araştırmada ulaşılan sonuçların alana katkı sunacağı düşünülmektedir.
The present research is an examination of Augmented Reality (AR) applications in Science Education using the Multi-complementary Approach (McA). This incorporates multiple analyses:
i
) ...Pre-complementary: meta-analysis and meta-thematic analysis,
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) Post-complementary: an experimental design with a pre- and post-test control group and
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) Complementary: Merging the results of the first two stages, making it possible to work through the effectiveness of AR in science education more comprehensively and from a wider perspective. After initially providing information on the McA, the study presents the methodological process, the results and the conclusions in a step-by-step format within this framework. The literature review based on document analysis in the context of Science classes and carrying out instruction on “refraction, lenses and prisms” topics in Science education using AR applications, indicated that AR has both positive and meaningful effects on academic achievement, and on various variables that promote the teaching of Science. The complementary results that emerged in favour of AR shed light on its utilization in Science classes, and provide an incentive for a more widespread and systematic use of such methods in the teaching environment, in line with the need now increasingly expressed for these types of technologies in this digital age.
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