Slowmation Application in Development of Learning and Innovation Skills of Students in Science Course

Abstract

The objective of the present study is to determine the effect of the process of designing a slowmation (SMA) on the development of 21 st century skills of "learning and innovation" in 4th grade science class "Light and Sound" and "Planet Earth" units. Study group included 44 students attending 4 th grade in two private schools in Southeastern Anatolia region. Four female and five male, a total of nine focus students were determined in the study group where the application was implemented. The study was conducted in 17 weeks (51 periods), out of which six weeks spanned the pre-application process and the application lasted for 11 weeks. Different data collection tools such as video records, semi-structured interviews, group audio recordings, 21 st century learning and innovation skills scale r and student diaries were used to collect data in the study. Quantitative data were analyzed and interpreted using SPSS software. Qualitative data were analyzed with descriptive analysis. Overall results of the study demonstrated that slowmation application resulted in the development of 21 st century learning and innovation skills, namely creativity and innovation, critical thinking and problem solving, collaboration and communication skills.

Efektivitas Model Project-Based Learning Terintegrasi STEM (PjBL-STEM) terhadap Keterampilan Berpikir Kreatif Siswa Kelas X

“…Untuk menghasilkan perubahan maupun memperbaiki pengalaman belajar secara langsung dalam memenuhi kebutuhan kurikulum (Fraser, 2019). Era abad ke-21 menuntut perubahan dalam cara pandang belajar siswa terhadap kualitas belajar dalam mengembangkan keterampilan dan mentrasnformasikan pengetahuan ke bidang-bidang pengembangan ilmu pengetahuan (Atalaya & Boyacı, 2019). Perkembangan pendidikan abad ke-21 penting bagi siswa untuk terampil mengonstruk pemahaman dan praktik di dunia global yang kompleks (Bedir, 2019) yang salah satunya dari keterampilan abad ke-21 adalah mengembangkan keterampilan berpikir kreatif dalam menyusun, mengembangkan, dan menganalisis setiap proses ilmu pengetahuan (Wilcox, Liu, Thall, & Howley, 2017).…”

Mental model development of preservice science teachers with slow-motion animation and visual material: The case of circulatory system

“…Although animations have been used for a long time in science education, slow-motion animation technique has a short history (Ekici & Ekici, 2011). Literature reviews reveal that slowmotion animation research is conducted in the fields of biology (Bogiages & Hitt, 2008;Ekici et al, 2014;Hoban & Nielsen, 2012;Hoban et al, 2011;Jablonski et al, 2015;Kamp & Deaton, 2013), chemistry ( Akaygün, 2016;Berg et al, 2019;Chang et al, 2009), physics (Brown et al, 2013;Church et al, 2007;Hoban & Nielsen, 2014;Nordin & Osman, 2018;Uzun & Karaman, 2015;Wilkerson et al 2018), science (Atalay & Belet Boyacı, 2019;Paige et al, 2016) and multidisciplinary fields (Fleer & Hoban, 2012;Kidman, 2015;Loughran et al, 2012;Vratulis et al, 2011;Wishart, 2017). Studies indicate that this technique facilitates learning and is effective in examining alternative concepts, contributes to the social development of students, facilitates understanding of science concepts, improves learning, creates different learning environments, increases interaction between students and increases students' interest in science (e.g.…”

The Effect of the Augmented Reality Applications in Science Class on Students’ 21st Century Skills and Basic Skills

“…In the study, the "21 st Century Learning and Innovation Scale", which consists of 39 items and three subdimensions developed by Atalay (2015), was used to measure the effect of AR practices on students' 21 st -century skills. Meanwhile, the "Basic Skills Scale" developed by Padilla, Cronin, and Twiest (1985) and adapted into Turkish by Aydoğdu and Karakuş (2015) was used to measure the basic skills of the students.…”

“…21 st -century skills are the high-level skills that individuals need to acquire advanced technology, produce, select and analyze information, and use it in their daily lives (Anagün, Atalay, Kılıç, & Yaşar, 2016). 21 stcentury learning and innovation skills are defined as skills that involve individuals' life and career skills in their learning processes; and use media, knowledge, and technology skills they use in their daily lives (Atalay, 2015). Scientific process skills are the skills that individuals use to recognize problems they face, produce solutions, and make decisions (Taşdemir, 2016).…”