Fen Öðretiminde Teknoloji Entegrasyonunun 21. Yüzyýl Becerileri Boyutunda Deðerlendirilmesi: Yavaþ Geçiþli Animasyon Uygulamasý/Evaluation of Technology Integration in Science Teaching with 21st Century Skills: A Slowmation Application

• Published in: Bartın Üniversitesi Egitim Fakültesi Dergisi Vol. 5; no. 2; p. 405
• Main Authors: Atalay, Nurhan, Anagün, Sengül S, Kumtepe, Evrim Genç
• Format: Journal Article
• Language: Turkish
• Published: Bartin Bartin University, Faculty of Education 01.06.2016
• Subjects: 21st century; 21st Century Skills; Animation; Classrooms; College students; Creativity; Learning; Preservice Teachers; Questionnaires; Science education; Science Instruction; Science teachers; Self evaluation; Skill development; Teachers; Technology adoption; Technology Integration; Turkey
• ISSN: 1308-7177
• DOI: 10.14686/buefad.v5i2.5000183607

The purpose of this study is to determine the status of the use of 21st century skills in the slowmation development process by classroom teacher candidates and to reveal the competencies in using animation based on certain criteria. The participants of the study were 100 junior students (16 males, 84 females) at a mid-western university of Turkey. Embedded single-case design was used in this study. The data were collected through an open-ended questionnaire developed by the authors and validated by the field experts and students' learning artifacts. Qualitative data were collected in a written form and examined through descriptive analysis technique. Results revealed that teacher candidates used most of the 21st century skills in the planning stage of slowmation except for the skills of "Creativity and Innovation" and "Entrepreneurship and Self-Direction". When assessing animations according to the preset criteria, it was concluded that "Physical Events" related slowmation products reflected the most adequate level of understanding. In the slowmation development process, classroom teacher candidates used 21st century skills with different levels at each phase. In the planning phase, for example, teacher candidates have not utilized "Creativity and Innovation" skills to investigate different sources of the structured information even if they have partially used this skill in the other phases.