Etkinlik Temelli Dijital Öykülemenin Özel Yetenekli Öğrencilerin Yazma Motivasyonlarına ve Dijital Öykü Oluşturma Beceri Düzeylerine Etkisi

Author :  

DOI : 10.29228/INESJOURNAL.65831
Year-Number: 2022-33
Yayımlanma Tarihi: 2022-11-30 23:14:41.0
Language : İngilizce
Konu : Temel Eğitim
Number of pages: 1-39
Mendeley EndNote Alıntı Yap

Abstract

Bu araştırma ile etkinlik temelli dijital öykülemenin özel yetenekli öğrencilerin yazma motivasyonlarını ve dijital öyküleme oluşturma becerilerini nasıl etkilediğini ortaya çıkarmak amaçlanmaktadır. Eylem araştırması olarak tasarlanan araştırma, 2018-2019 öğretim yılının birinci döneminde özel yetenekli öğrencilerin öğrenim gördüğü Bilim ve Sanat Merkezi’nde gerçekleştirilmiştir. Araştırmanın çalışma grubunu 6 özel yetenekli dördüncü sınıf öğrencisi oluşturmaktadır. Eylem planı bir hafta etkinlik temelli yazma bir hafta yazılan metnin dijital öyküsünün oluşturulması şeklinde 10 hafta sürmüştür. Araştırmada veriler; Öğrenci Bilgi Formu, Teknoloji Kullanım Düzeyini Belirleme Formu, Yazma Motivasyonu Ölçeği (YMÖ), Dijital Öyküleme Değerlendirme Rubriği, görüşme formları, araştırmacı ve öğrenci günlüğü ile elde edilmiştir. Araştırma sonuçlarına göre etkinlik temelli dijital öyküleme özel yetenekli öğrencilerin yazma motivasyonu ve dijital öykü oluşturma becerilerine katkı sağlamıştır.

Keywords

Abstract

In this research, it is aimed to reveal how activity-based digital storytelling affects gifted students' writing motivations and their capability to make digital storytelling. Designed in a form of an action research, the study was conducted in the Science and Art Center where gifted students receive education, in the first semester of the 2018-2019 academic year. The study group of the research consists of 6 gifted fourth-grade students. The action plan lasted for 10 weeks in a form of, alternately, one week of activity-based writing and one week of the written text's making digital story. In the study, the development of each student was evaluated in comparison to his/her own previous situation. Research data were obtained with Student Information Form, Assessment Form for Determination of Technology Usage Level, Writing Motivation Scale (WMS), Digital Storytelling Evaluation Rubric, interview forms as well as researcher and student diaries. According to the results of the research, activity-based digital storytelling contributed to the writing motivation and digital story making skills of gifted students.

Keywords

Kaynakça

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