Abstract
AbstractThe aim of this study is to examine the effect of mobile learning supported science teaching on eighth grade students' Science, Technology, Engineering and Mathematics fields and Information Technologies Self-Efficacy and to determine students' views on this process. For this purpose, a quasi-experimental design with pre-test post-test control group was used in the study. The study group consisted of a total of 45 students, 25 in the experimental group where the mobile learning supported 5E learning model was applied and 20 in the control group where the 5E learning model was applied. The applications in the experimental and control groups took place in a total of four weeks. Science, Technology, Engineering and Mathematics Career Interest Survey, Information and Communication Technologies Self-Efficacy Perception Scale and semi-structured interview form were used as data collection tools in the study. As a result of the analysis of the data obtained; it was determined that mobile-assisted science teaching had a positive effect on eighth grade students' STEM interests and self-efficacy levels. In addition, students stated that mobile-assisted science teaching increased the retention of knowledge, facilitated understanding of the lesson, and was instructive and fun. Depending on the results obtained from the research, it was suggested that mobile assisted science teaching should be used in different units of the Science course in order to see the effect of mobile assisted science teaching on different variables more clearly.
Publisher
Springer Science and Business Media LLC
Reference64 articles.
1. Akdeniz, A. R., Öztürk, M., & Bakırcı, H. (2017). The effect of computer-supported teaching applications on 8th grade students’ academic success and knowledge retention in science. HAYEF: Journal of Education,14(2), 59–77.
2. Akgündüz, D. (2016). A research about the placement of the top thousand students in stem fields in Turkey between 2000 and 2014. EURASIA Journal of Mathematics, Science and Technology Education, 12(5), 1365–1377. https://doi.org/10.12973/eurasia.2016.1518a
3. Akpınar, İA., & Bayrakçeken, S. (2023). The effect of 5E learning model on pre-service science teachers’ achievement in the subject of solutions. Journal of University Research,6(3), 257–263.
4. Alioon, Y., & Delialioğlu, Ö. (2019). The effect of authentic m-learning activities on student engagement and motivation. British Journal of Educational Technology,50(2), 655–668.
5. Ayas, A., Çepni, S., Johnson, D., & Turgut, M. F. (1997). Teaching chemistry, teacher education series. YÖK/World Bank National Education Development Project Publications.