English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The purpose of this study was to analyze how the digital storytelling method used in science education affects students’ academic success as well as their attitudes, and motivations toward learning science. The study group of the research consisted of a total of 60 6th-grade secondary school students, 30 of whom were in the experiment and 30 of whom were in the control group; all were receiving education at a state secondary school in the Alanya district of the city of Antalya in the 2015-2016 academic year. As the research model, the mixed method was used. The semi-experimental design, in which quantitative data are supported by qualitative data, was used in the study. The quantitative dimension of the study consisted of data obtained from the Academic Test for “Our Earth, the Moon, and Our Source of Life the Sun” unit, the Attitude Scale for Science Lessons, and the Motivation Scale for Learning Science; the qualitative dimension consisted of the semi-structured feedback forms on the use of the digital storytelling method in science lessons. According to the results of the study, it was determined that the digital storytelling method positively affected the academic success and attitudes of the students in the experiment group when compared with the students in the control group in terms of the 6th-grade “Our Earth, the Moon, and Our Source of Life the Sun” unit in their science lesson and no significant difference was found in their motivations. In addition, according to the data obtained from the semi-structured forms, it was concluded that the use of the digital storytelling method in the students’ learning process and the use of technology had a great amount of positive effect.

The Effect of Digital Storytelling Method in Science Education on Academic Achievement, Attitudes, and Motivations of Secondary School Students