The Effect Of Animated Films On The Epistemological Development Of Child

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dc.contributor.authorHakkoymaz, Sakine
dc.contributor.authorOnan, Bilginer
dc.date.accessioned2024-09-19T16:28:12Z
dc.date.available2024-09-19T16:28:12Z
dc.date.issued2022
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThis 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 posttest 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 lessonsen_US
dc.identifier.endpage879en_US
dc.identifier.issn2147-6020
dc.identifier.issue4en_US
dc.identifier.startpage858en_US
dc.identifier.trdizinid1150371en_US
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1150371
dc.identifier.urihttps://hdl.handle.net/20.500.12483/16591
dc.identifier.volume10en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofAna Dili Eğitimi Dergisien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectNative language educationen_US
dc.subjectanimated filmsen_US
dc.subjectepistemologyen_US
dc.subjectinformation typesen_US
dc.subjecttechnology-supported learningen_US
dc.titleThe Effect Of Animated Films On The Epistemological Development Of Childen_US
dc.typeArticleen_US

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