The purpose of this study is to investigate the effect of writing for learning and model-based learning activities on academic achievement in the "Simple Electrical Circuits" unit of the fourth-grade science course and the views of students and classroom teachers about these activities. In the quantitative part of the research, which has quantitative and qualitative designs, quasi-experimental design with a pretest-posttest control group and in the qualitative part, student and teacher opinion forms consisting of open-ended questions were used. Three experimental and one control group were selected among the fourth graders according to the simple random sampling method. The achievement test related to the "Simple Electrical Circuits" unit was applied to these groups as a pre-test, post-test and permanence test. In the study, writing for learning purposes in a randomly selected group, model-based learning in the other, and both writing for learning and model-based learning activities were carried out together in the third group. In the control group, the lessons were carried out according to the current method. ANOVA was used in the analysis of quantitative data, and content analysis was used in the analysis of qualitative data. Findings related to the post-test of the experimental groups and the control group showed a significant difference in favor of the experimental group students who performed the model-based learning activities. According to the permanence test, there was no statistically significant difference between the experimental groups and the control group, but the mean of the experimental groups was higher than the mean of the control group. According to the data obtained from the interviews with students and teachers, it can be stated that students and teachers exhibited a positive approach towards writing for learning and model-based learning activities. In addition, the experimental group students stated that they did the activities with fun, while the teachers stated that they believed in the benefits of the activities used, but it was difficult to implement them in the current system. Based on these results, new research can be carried out at the third-grade level, in different lessons or in different units of the same lesson.

The purpose of this study is to analyze the findings of studies on digital storytelling in the field of classroom education in Turkey using the systematic review method and determine the type of distribution that exists. The study analyzed 36 scientific publications made until the end of 2021. ERIC, Web of Science, Ulakbim, Google Scholar and National Thesis Center databases of the Council of Higher Education were used in the selection of the studies. Each of the theses and articles were analysed by content analysis and the results obtained from the research were examined in terms of digital storytelling tools. In the interpretation of the data obtained, tables were used and only frequencies were included numerically in the tables. As a result of the analysis, it was observed that the outputs of all categories in the studies using desktop applications were mostly obtained from Photostory. When we look at the results of the studies in which web-supported tools were used, it was determined that the cognitive outputs were mostly obtained from the studies in which Powtoon and Tondoo tools were included in the implementation process. Similarly, the data revealed in terms of social and teaching aspects were obtained from studies dealing with Powtoon as a digital storytelling tool. Goanimate software was generally used in studies involving technological and affective findings. It was determined that the results evaluated under the psychomotor title were generally obtained from studies in which Goanimate and Storyjumper were used. Based on these results, in order to reach web 4.0 technology, virtual libraries that contain digital stories can be created in schools in Turkey. In rural areas that are unable to access the Internet, mobile libraries can be prepared.