Effectiveness of augmented reality implementation methods in teaching Science to middle school students
Effectiveness of augmented reality implementation methods
The aim of this study is to determine the effect of the science teaching process, which is carried out using teaching materials prepared with augmented reality technology, on the academic achievements of middle school students and students' opinions about the augmented reality application. In the study, 61 sixth grade students studying at a middle school in Antalya in the 2019-2020 academic year were selected, and the mixed research design was used. While the control group and the experimental group that was taught science with augmented reality applications were compared in terms of achievement for the quantitative dimension of the study, the data obtained from the interviews conducted with the students from the experimental group were utilized. As a result of the study, it was revealed that AR applications contributed positively to students' science learning processes and increased the academic achievement of experimental group students, while it was also shown that AR application contributed to students' meaningful learning by making abstract subjects concretized, and at the same time increased students' interest and motivation in science lesson
Copyright (c) 2021 International Journal of Curriculum and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.