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Araştırma Makalesi
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Animasyon Filmlerinin Çocuğun Epistemolojik Gelişimine Etkisi

Yıl 2022, Cilt: 10 Sayı: 4, 858 - 879, 28.10.2022

Sakine Hakkoymaz , Bilginer Onan

https://doi.org/10.16916/aded.1186080

Öz

Bu araştırmanın amacı; animasyon filmlerinde geçen bilgi türlerinin ortaokul 6. sınıf öğrencilerinin bilgi türlerini öğrenme becerilerine etkisini incelemektir. Bu doğrultuda 2019-2020 eğitim-öğretim yılında Gaziantep’in Oğuzeli ilçesine bağlı bir köyde, düşük sosyo-ekonomik düzeyde olan, çalışmaya gönüllü katılmayı kabul eden ve tam gün eğitim veren bir devlet ortaokulunun 6. sınıfında öğrenim gören 70 öğrenciyle yapılan araştırma karma yöntem yaklaşımlarından iç içe gömülü desene göre modellenmiştir. Araştırmaya katılan öğrencilerin 24’ü animasyon filmlerinin izletildiği deney grubunda, 23’ü çocuk filmlerinin izletildiği plasebo grubunda, 23’ü ise Türkçe derslerinin müdahalesiz işlendiği kontrol grubunda bulunmaktadır. Bu araştırmada deneysel müdahale sürecine öğrenci ve araştırmacı deneyimlerine ilişkin nitel veriler dâhil edilmiştir. Çalışmanın nicel boyutu ön test, son test, kalıcılık; deney, kontrol ve plasebo gruplu 3x3’lük yarı deneysel desene göre; nitel boyutu ise durum çalışmasına göre desenlemiştir. Araştırmanın nicel verileri, araştırmacı tarafından geliştirilen ve uzman görüşü alınarak geçerliği sınanmış Bilgi Türleri Ölçme Aracı ile nitel verileri ise Bilgi Cümlelerini Bilgi Türlerine Göre Değerlendirme Formu, Yarı Yapılandırılmış Görüşme Formu, Öğrenci ve Araştırmacı Günlüğü ile toplanmıştır. Deneysel işlem süreci ön test ve son testlerin uygulanmasıyla birlikte 12 hafta sürmüştür. Araştırmada deneysel işlemin bitimi ile son test uygulamasını takip eden 6. Haftada kalıcılık testi uygulanmış ve ölçümleri alınmıştır. Araştırma sonuçlara göre, animasyon filmi izleyen öğrencilerin ön test ve son test puanları arasında son test lehine anlamlı bir farklılık görülmüştür. Deney, kontrol ve plasebo gruplarının son testlerinde deney grubu lehine anlamlı bir fark olduğu tespit edilmiştir. İstatistiksel açıdan animasyon filmlerinin 6. sınıf öğrencilerinin bilgi türlerini öğrenmeleri konusunda anlamlı ve kalıcı bir etkisinin olduğu saptanmıştır. Ayrıca deney grubundaki öğrencilerden uygulama sırasında öğrenci günlükleri ve sonrasında da görüşmeler yoluyla toplanan verilerden animasyon filmlerinin bilgi türlerini eğlenceli ve kalıcı bir şekilde öğretebildiği sonucuna ulaşılmıştır.

Anahtar Kelimeler

Ana dil eğitimi animasyon filmleri epistemoloji bilgi türleri teknoloji destekli öğrenme

Kaynakça

  • Al-Balushi, S. M., Al-Musawi, A. S., Ambusaidi, A. K. & Al-Hajri, F. H. (2017). The Effectiveness Of İnteracting With Scientific Animations İn Chemistry Using Mobile Devices on Grade 12 Students’ Spatial Ability and Scientific Reasoning Skills. Journal of Science Education and Technology, 26(1), 70-81.
  • Altaş, E. (2016). The Effect of Group Research and Animations in Teaching the Transmission of Electricity Unit (Master Thesis). Ataturk University Institute of Educational Sciences, Erzurum.
  • Arslan, A. (2002). Metaphysics. Istanbul: Social Posts.
  • Aydoğdu, Z. (2019). The effect of animated movies appealing to children on the vocabulary of secondary school students (Master Thesis). Sakarya University Institute of Educational Sciences, Sakarya.
  • Barak, M., Ashkar, T. & Dori, Y. J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839-846.
  • Bayır, E. & Günşen, G. (2017). Scientific analysis of the cartoons most watched by preschool children. Journal of Trakya University Faculty of Education, 7(2), 746-761.
  • Bircan, T. Ş. (2013). The effect of history teaching with animation supported maps on students' academic achievement and spatial perception (PhD Thesis). Gazi University Institute of Educational Sciences, Ankara.
  • Bolay, S. H. (2010). Introduction to Philosophy. Ankara: Akçag Publications.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2018). Scientific Research Methods. Ankara: Pegem Academy.
  • Büyüköztürk, Ş. (2014). Data Analysis Handbook for Social Sciences: Statistics, Research Design, SPSS Applications and Interpretation (19th Edition). Ankara: Pegem Academy.
  • Can, A. (2019). Quantitative Data Analysis in Scientific Research Process with SPSS. (7th Edition). Ankara: Pegem Academy.
  • Cevizci, A. (2010). Philosophy of Information. Istanbul: Say Publications.
  • Cresswell, J.W. & Plano Clark, V. L. (2017). Mixed Method Research Design and Conduct. Translation from 2nd Edition; Translation Editors: Yüksel Dede and Selçuk Beşir Demir. Ankara: Anı Publications.
  • Çelik, B. & Gündoğdu, K. (2020). Developing Attitude Scale Towards Graphics and Animation Lesson. Electronic Journal of Social Sciences, 19(73), 450-464.
  • Çüçen, A. (2017). Information Philosophy.Istanbul: Sentez Publications.
  • Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J. A. & Spyrellis, N. (2009). Multimedia Application with Animated Cartoons for Teaching Science İn Elementary Education. Computers & Education, 52(4), 741-748.
  • Demirkan, S. (2017). The Use of Computer Aided Animation in Teaching First Aid and An Application Example: Fifth Grades (Master Thesis). Beykent University Institute of Social Sciences, Istanbul.
  • Findlay-Thompson, S. & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
  • Hamzat, A., Bello, G. & Abimbola, I. O. (2017). Effects of computer animation in structural package on students’ achievement in practical biology. Cypriot Journal of Educational Science, 12(4), 218–227.
  • Handayani, S., Haryono, H. & Ahmadi, F. (2020). The Effectiveness of Animation Film Media to Know Ability Mathematical Concept of Early Childhood Based on Gender. Journal of Primary Education, 9(2), 161-167.
  • Hasebrink, U., Livingstone, S., Haddon, L. & Olafsson, K. (2009). Comparing children’s online opportunities and risks across Europe: Cross-national comparisons for EU Kids Online. London: EU Kids Online.
  • Hu, Z. ve McGrath, I. (2011). Innovation in higher education in China: are teachers ready to integrate ICT in English language teaching? Technology, Pedagogy, and Education, 20(1), 41-49.
  • Kahraman, A. D. (2013). The effect of animation on student achievement and attitudes towards the lesson. (PhD Thesis). Gazi University Institute of Educational Sciences, Ankara.
  • Kaushal, R. K. & Panda, S. N. (2019). A Meta-Analysis on Effective Conditions to Offer Animation Based Teaching Style. Malaysian Journal of Learning and Instruction, 16(1), 129-153.
  • Kılıç, E. (2020). The Effectiveness of Values Education with Animations in Social Studies Teaching (Master Thesis). Cumhuriyet University Institute of Educational Sciences, Sivas.
  • Kurt, E. (2018). The Effect of Using Animation and Story on Success in Sixth Grade Turkish Lesson Concept Teaching (PhD Thesis). Karadeniz Technical University Institute of Educational Sciences, Trabzon.
  • Köroğlu, M. (2016). Concept teaching with cartoons: Pepee and Caillou example (Master Thesis). Mustafa Kemal University Institute of Social Sciences, Hatay.
  • LaFee, S. (2013). Flipped learning. The Education Digest, November (2013), 13-18
  • Martia, C. I., Muslem, A. & Fitriani, S. S. (2020). Promoting Students 'Reading Fluency and Motivation Through Shared-Reading with Animated-Video Story. English Education Journal, 11(1), 78-95.
  • Ministry of National Education-MNE- (2019). Turkish language teaching program. Ankara: MEB Publishing.
  • McKenzie, J.F., Wood, M.L., Kotecki, J.E., Clark, J.K. & Brey, R.A. (1999). Establishing Content Validity: Using Qualitative and Quantitative Steps. American Journal of Health Behavior, 23(4), 311-318.
  • Nainggolan, E. S. (2020). Analysis of the Values Character Education in Coco Film. in PROCEEDINGS (Vol. 1, No. 1). The 3rd IICLLTLC 2019 The 3rd Indonesian International Conference on Linguistics, Language Teaching, Literature, and Culture.
  • Oblinger, D. & Oblinger, J. L. (2005). Educating the next generation. Washington: Educause.
  • Özer, Ö. (2015). Examining the cartoons shown in cinemas after 2000 in terms of the values that should be gained in preschool. (Master Thesis). Marmara University Institute of Educational Sciences, Istanbul.
  • Putri, I. & Adnan, A. (2019). Teaching Spoken Narrative Text by Using Animation Film to Junior High School Students. Journal of English Language Teaching, 8(1), 153-159.
  • Sagona, A. & Zimansky, P. (2015). The Oldest Cultures of Turkey in the Light of Archaeological Data, 1.000.000-550 BC (Nezih Başgelen, Sim İris Belik, Margaret Payne and Harun Taşkıran, Translation.). Istanbul: Archeology Art Publications.
  • Sancak, H. (2011). Functions of the leave suffix (+dan) and its teaching with animation technique at the 6th grade level of primary education (Master Thesis). Sakarya University Institute of Educational Sciences, Sakarya.
  • Singer, N. (2019). The Relationship between Watching Animated Cartoon and Information Processing Speed and Level for Sample Children in Age Group [5–6] Years. Humanities & Social Sciences Reviews, 7(5), 1321-1337.
  • Suhail, K. & Bargees, Z. (2006). Effects of Excessive Internet Use on Undergraduate Students in Pakistan. Cyberpsychology & Behavior, 9(3), 297-307.
  • Teddlie, C. & Tashakkori, A. (2015). Fundamentals of Mixed Method Research. (Y. Dede and S. B. Demir, Çev.) Ankara: Anı Publishing.
  • Tunalı, İ. (2009). Introduction to Philosophy. Istanbul: Golden Books Publishing.
  • Turkiye Statistical Institute (TURKSTAT) (2017). Household Information Technologies Usage Survey. Retrieved on 02.11.2020 from http://www.tuik.gov.tr/PreHaberBultenleri.do?id=24862#.
  • Tversky, B., Morrison, J. B. & Betrancourt, M. (2002). Animation: can it facilitate? International Journal of Human-Computer Studies, 57, 247-262.
  • Yaman, H. (2010). Cartoons as a Teaching Toll: A Research on Turkish Language Grammar Teaching Education Sciences: Theory& Practice, 10(2), 1231-1242.
  • Yıldırım, A. & Şimşek, H. (2018). Qualitative research methods in the social sciences. Ankara: Seckin Publishing.

The Effect Of Animated Films On The Epistemological Development Of Child

Yıl 2022, Cilt: 10 Sayı: 4, 858 - 879, 28.10.2022

Sakine Hakkoymaz , Bilginer Onan

https://doi.org/10.16916/aded.1186080

Öz

This study aimed to explore the effects of information types in animated films on 6th-grade middle school students' learning skills. The study was carried out with 70 volunteer students who attended a public middle school in a village in Oğuzeli district of Gaziantep in the 2019-2020 academic year. The participant 6th-graders were from low socio-economic families. The study was designed in an embedded pattern, which was one of the mixed-method approaches. There were 24 students in the experimental group in which animated movies were watched, 23 students in the placebo group where children's films were watched, and 23 in the control group where Turkish lessons were taught without films. The qualitative data about student and researcher experiences were included in the experimental process. The quantitative data were analyzed using a pre-test, post-test, and follow-up test and case study methodologies. The study adopted a 3x3 quasi-experimental design, including experimental, control, and placebo groups. The quantitative data were collected with an Information Types Assessment Tool (ITAT), developed by the researcher and verified by expert opinion. The qualitative data were collected with The Assessment Form for the Information Types (AFIT), a semi-structured interview form, and student and researcher diary. The experimental process lasted for 12 weeks, including the pre-test and post-tests. The follow-up test was conducted at the end of the experimental process and six weeks after the post-test. The research results indicated a significant difference in post-test scores of those who watched the animated movie. There was also a statistically significant difference in favor of the experimental group in the post-tests. It was concluded that animated films had a meaningful and permanent effect on students' learning information types. Besides, following the data related to student diaries and interviews revealed that the experimental group students could permanently learn the types of information through animated films and enjoyed such lessons

Anahtar Kelimeler

Native language education animated films epistemology information types technology-supported learning

Kaynakça

  • Al-Balushi, S. M., Al-Musawi, A. S., Ambusaidi, A. K. & Al-Hajri, F. H. (2017). The Effectiveness Of İnteracting With Scientific Animations İn Chemistry Using Mobile Devices on Grade 12 Students’ Spatial Ability and Scientific Reasoning Skills. Journal of Science Education and Technology, 26(1), 70-81.
  • Altaş, E. (2016). The Effect of Group Research and Animations in Teaching the Transmission of Electricity Unit (Master Thesis). Ataturk University Institute of Educational Sciences, Erzurum.
  • Arslan, A. (2002). Metaphysics. Istanbul: Social Posts.
  • Aydoğdu, Z. (2019). The effect of animated movies appealing to children on the vocabulary of secondary school students (Master Thesis). Sakarya University Institute of Educational Sciences, Sakarya.
  • Barak, M., Ashkar, T. & Dori, Y. J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839-846.
  • Bayır, E. & Günşen, G. (2017). Scientific analysis of the cartoons most watched by preschool children. Journal of Trakya University Faculty of Education, 7(2), 746-761.
  • Bircan, T. Ş. (2013). The effect of history teaching with animation supported maps on students' academic achievement and spatial perception (PhD Thesis). Gazi University Institute of Educational Sciences, Ankara.
  • Bolay, S. H. (2010). Introduction to Philosophy. Ankara: Akçag Publications.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2018). Scientific Research Methods. Ankara: Pegem Academy.
  • Büyüköztürk, Ş. (2014). Data Analysis Handbook for Social Sciences: Statistics, Research Design, SPSS Applications and Interpretation (19th Edition). Ankara: Pegem Academy.
  • Can, A. (2019). Quantitative Data Analysis in Scientific Research Process with SPSS. (7th Edition). Ankara: Pegem Academy.
  • Cevizci, A. (2010). Philosophy of Information. Istanbul: Say Publications.
  • Cresswell, J.W. & Plano Clark, V. L. (2017). Mixed Method Research Design and Conduct. Translation from 2nd Edition; Translation Editors: Yüksel Dede and Selçuk Beşir Demir. Ankara: Anı Publications.
  • Çelik, B. & Gündoğdu, K. (2020). Developing Attitude Scale Towards Graphics and Animation Lesson. Electronic Journal of Social Sciences, 19(73), 450-464.
  • Çüçen, A. (2017). Information Philosophy.Istanbul: Sentez Publications.
  • Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J. A. & Spyrellis, N. (2009). Multimedia Application with Animated Cartoons for Teaching Science İn Elementary Education. Computers & Education, 52(4), 741-748.
  • Demirkan, S. (2017). The Use of Computer Aided Animation in Teaching First Aid and An Application Example: Fifth Grades (Master Thesis). Beykent University Institute of Social Sciences, Istanbul.
  • Findlay-Thompson, S. & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-71.
  • Hamzat, A., Bello, G. & Abimbola, I. O. (2017). Effects of computer animation in structural package on students’ achievement in practical biology. Cypriot Journal of Educational Science, 12(4), 218–227.
  • Handayani, S., Haryono, H. & Ahmadi, F. (2020). The Effectiveness of Animation Film Media to Know Ability Mathematical Concept of Early Childhood Based on Gender. Journal of Primary Education, 9(2), 161-167.
  • Hasebrink, U., Livingstone, S., Haddon, L. & Olafsson, K. (2009). Comparing children’s online opportunities and risks across Europe: Cross-national comparisons for EU Kids Online. London: EU Kids Online.
  • Hu, Z. ve McGrath, I. (2011). Innovation in higher education in China: are teachers ready to integrate ICT in English language teaching? Technology, Pedagogy, and Education, 20(1), 41-49.
  • Kahraman, A. D. (2013). The effect of animation on student achievement and attitudes towards the lesson. (PhD Thesis). Gazi University Institute of Educational Sciences, Ankara.
  • Kaushal, R. K. & Panda, S. N. (2019). A Meta-Analysis on Effective Conditions to Offer Animation Based Teaching Style. Malaysian Journal of Learning and Instruction, 16(1), 129-153.
  • Kılıç, E. (2020). The Effectiveness of Values Education with Animations in Social Studies Teaching (Master Thesis). Cumhuriyet University Institute of Educational Sciences, Sivas.
  • Kurt, E. (2018). The Effect of Using Animation and Story on Success in Sixth Grade Turkish Lesson Concept Teaching (PhD Thesis). Karadeniz Technical University Institute of Educational Sciences, Trabzon.
  • Köroğlu, M. (2016). Concept teaching with cartoons: Pepee and Caillou example (Master Thesis). Mustafa Kemal University Institute of Social Sciences, Hatay.
  • LaFee, S. (2013). Flipped learning. The Education Digest, November (2013), 13-18
  • Martia, C. I., Muslem, A. & Fitriani, S. S. (2020). Promoting Students 'Reading Fluency and Motivation Through Shared-Reading with Animated-Video Story. English Education Journal, 11(1), 78-95.
  • Ministry of National Education-MNE- (2019). Turkish language teaching program. Ankara: MEB Publishing.
  • McKenzie, J.F., Wood, M.L., Kotecki, J.E., Clark, J.K. & Brey, R.A. (1999). Establishing Content Validity: Using Qualitative and Quantitative Steps. American Journal of Health Behavior, 23(4), 311-318.
  • Nainggolan, E. S. (2020). Analysis of the Values Character Education in Coco Film. in PROCEEDINGS (Vol. 1, No. 1). The 3rd IICLLTLC 2019 The 3rd Indonesian International Conference on Linguistics, Language Teaching, Literature, and Culture.
  • Oblinger, D. & Oblinger, J. L. (2005). Educating the next generation. Washington: Educause.
  • Özer, Ö. (2015). Examining the cartoons shown in cinemas after 2000 in terms of the values that should be gained in preschool. (Master Thesis). Marmara University Institute of Educational Sciences, Istanbul.
  • Putri, I. & Adnan, A. (2019). Teaching Spoken Narrative Text by Using Animation Film to Junior High School Students. Journal of English Language Teaching, 8(1), 153-159.
  • Sagona, A. & Zimansky, P. (2015). The Oldest Cultures of Turkey in the Light of Archaeological Data, 1.000.000-550 BC (Nezih Başgelen, Sim İris Belik, Margaret Payne and Harun Taşkıran, Translation.). Istanbul: Archeology Art Publications.
  • Sancak, H. (2011). Functions of the leave suffix (+dan) and its teaching with animation technique at the 6th grade level of primary education (Master Thesis). Sakarya University Institute of Educational Sciences, Sakarya.
  • Singer, N. (2019). The Relationship between Watching Animated Cartoon and Information Processing Speed and Level for Sample Children in Age Group [5–6] Years. Humanities & Social Sciences Reviews, 7(5), 1321-1337.
  • Suhail, K. & Bargees, Z. (2006). Effects of Excessive Internet Use on Undergraduate Students in Pakistan. Cyberpsychology & Behavior, 9(3), 297-307.
  • Teddlie, C. & Tashakkori, A. (2015). Fundamentals of Mixed Method Research. (Y. Dede and S. B. Demir, Çev.) Ankara: Anı Publishing.
  • Tunalı, İ. (2009). Introduction to Philosophy. Istanbul: Golden Books Publishing.
  • Turkiye Statistical Institute (TURKSTAT) (2017). Household Information Technologies Usage Survey. Retrieved on 02.11.2020 from http://www.tuik.gov.tr/PreHaberBultenleri.do?id=24862#.
  • Tversky, B., Morrison, J. B. & Betrancourt, M. (2002). Animation: can it facilitate? International Journal of Human-Computer Studies, 57, 247-262.
  • Yaman, H. (2010). Cartoons as a Teaching Toll: A Research on Turkish Language Grammar Teaching Education Sciences: Theory& Practice, 10(2), 1231-1242.
  • Yıldırım, A. & Şimşek, H. (2018). Qualitative research methods in the social sciences. Ankara: Seckin Publishing.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Sakine Hakkoymaz 0000-0002-3005-7900

Bilginer Onan 0000-0002-1051-5329

Yayımlanma Tarihi 28 Ekim 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 10 Sayı: 4

Kaynak Göster

APA Hakkoymaz, S., & Onan, B. (2022). The Effect Of Animated Films On The Epistemological Development Of Child. Ana Dili Eğitimi Dergisi, 10(4), 858-879. https://doi.org/10.16916/aded.1186080

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Ana Dili Eğitimi Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.