Sanal gerçeklik teknolojisiyle işlenen tarih metodolojisi dersinin öğrenci algısına etkileri
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Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İNTAÇ EĞİTİM DANIŞMANLIK ORGANİZASYON ARAŞTIRMA İNŞAAT SANAYİ VE TİCARET LİMİTED ŞİRKETİ
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmayla sanal gerçeklik gözlüğü ile işlenen “Tarih
Metodolojisi” dersinin bilim insanı adaylarının bu derse olan tutumlarına
etkilerini ortaya koymak amaçlanmıştır. Bu doğrultuda hem nitel hem de
nicel veri toplama yöntemlerinin birlikte ele alındığı karma model
kullanılmıştır. Araştırmanın nicel kısmında deneme öncesi desenlerden
tek gruplu “ön test”-“son test” model uygulanmıştır. Böylece sanal
gerçeklik teknolojisi kullanılarak işlenen Tarih Metodolojisi dersinin
öğrencilerin bu derse yönelik tutumlarındaki değişimi incelemek
amacıyla Hatay Mustafa Kemal Üniversitesi Fen-Edebiyat Fakültesi Tarih
Bölümü’nde öğrenim gören 60 bilim insanı adayı belirlenmiştir.
Gönüllülük esasına dayanan ve rastgele seçilen deneklere, uygulama
öncesinde “Tarih Metodolojisi Dersi Tutum Ölçeği” ön-test olarak
yapılmıştır. Tarihçi adaylarıyla Tarih Metodolojisi dersinde 2 saat
boyunca “tarihî mekânlar” ve “tarih-yer” konuları ve kavramları sanal
gerçeklik gözlükleri aracılığıyla işlenmiştir. Öğrencilerin durumlarının
tespiti ve gelişimlerinin gözlemlenmesi için ilk başta ön-test olarak
uygulanan “Tarih Metodolojisi Dersi Tutum Ölçeği”, etkinlik sonrasında
son-test olarak tekrarlanmış ve her iki ölçmeden elde edilen veriler
arasındaki bağlantı yorumlanmıştır. Araştırmanın nitel kısmında ise;
öğrencilere uygulama sonrasında “yarı yapılandırılmış görüşme formları”
ile veriler oluşturulmuştur.
Çalışma doğrultusunda elde edilen nicel veriler SPSS 20.0 analiz
programı ile tetkik edilmiştir. Çıkan sonuçlara ait ön-test ve son-test
puanları arasındaki farklılıkları yorumlamada Bağımlı Gruplar t-Testi
(student test) analizi kullanılmıştır. Araştırmanın sonucuna göre uygulamaya katılan bilim insanı adaylarının Tarih Metodolojisi dersi
tutum ölçeğinden aldıkları ön-test puanlarıyla son-test puanları
mukayese edilerek, aralarında anlamlı bir farklılığın çıktığı tespit
edilmiştir. Ayrıca adayların sanal gerçeklik gözlüğü ile yapılan dersi
sevdikleri, derse olan ilgilerinin arttığı ve motivasyonlarının yükseldiği
gözlemlenmiştir. Bununla birlikte, sanal gerçeklik gözlüklerinin
kullanımında sürenin uzun tutulmasından kaynaklı olarak bazı
adaylarda baş ağrısı veya göz yorulması gibi olumsuz etkilerin yaşandığı
tespit edilmiştir.
In this study, it was aimed to examine the effects of the “Historical Methodology” course, which uses virtual reality glasses as a teaching tool, on scientists' attitudes towards this course. Accordingly, the mixed method, in which both qualitative and quantitative research methods were employed together, was used. In the quantitative part of the research, one-group "pre-test"-"post-test" design was applied. Thus, 60 candidate scientists studying in the Department of History at the Faculty of Science and Literature at Hatay Mustafa Kemal University were selected to examine the changes in the students' attitudes towards the Historical Methodology course, which uses virtual reality technology as a teaching tool. Volunteers were randomly selected and "Historical Methodology Course Attitude Scale" was applied as the pre-test to these subjects. The topics and concepts of “historical places” and “history-place” were taught through virtual reality glasses for 2 hours in the course of Historical Methodology to the candidate historians. "Historical Methodology Course Attitude Scale", which was initially applied as a pretest to determine the status of the students and to observe their progress, was re-applied as a post-test following the activity and the relationship between the data obtained from the two measurements was interpreted. In the qualitative part of the research; the data was created with "semistructured interview forms" applied to students after the practice. The quantitative data obtained in the study was analyzed using the SPSS 20.0 data analysis program. Dependent Groups t-Test (student test) analysis was used for the interpretation of the differences between the pre-test and post-test scores of the results. The results of the research show that there was a significant difference between the pre-test and post-test scores that the students obtained from the Historical Methodology course attitude scale. Furthermore, it was observed that the candidates liked the course taught with virtual reality glasses and their interest in the course and motivation increased. However, it was detected that some candidates experienced negative effects such as headache or eye fatigue due to the prolonged use of virtual reality glasses.
In this study, it was aimed to examine the effects of the “Historical Methodology” course, which uses virtual reality glasses as a teaching tool, on scientists' attitudes towards this course. Accordingly, the mixed method, in which both qualitative and quantitative research methods were employed together, was used. In the quantitative part of the research, one-group "pre-test"-"post-test" design was applied. Thus, 60 candidate scientists studying in the Department of History at the Faculty of Science and Literature at Hatay Mustafa Kemal University were selected to examine the changes in the students' attitudes towards the Historical Methodology course, which uses virtual reality technology as a teaching tool. Volunteers were randomly selected and "Historical Methodology Course Attitude Scale" was applied as the pre-test to these subjects. The topics and concepts of “historical places” and “history-place” were taught through virtual reality glasses for 2 hours in the course of Historical Methodology to the candidate historians. "Historical Methodology Course Attitude Scale", which was initially applied as a pretest to determine the status of the students and to observe their progress, was re-applied as a post-test following the activity and the relationship between the data obtained from the two measurements was interpreted. In the qualitative part of the research; the data was created with "semistructured interview forms" applied to students after the practice. The quantitative data obtained in the study was analyzed using the SPSS 20.0 data analysis program. Dependent Groups t-Test (student test) analysis was used for the interpretation of the differences between the pre-test and post-test scores of the results. The results of the research show that there was a significant difference between the pre-test and post-test scores that the students obtained from the Historical Methodology course attitude scale. Furthermore, it was observed that the candidates liked the course taught with virtual reality glasses and their interest in the course and motivation increased. However, it was detected that some candidates experienced negative effects such as headache or eye fatigue due to the prolonged use of virtual reality glasses.
Açıklama
Anahtar Kelimeler
Sanal Gerçeklik, Tarih Metodolojisi, Tarihî Mekânlar, Bilim İnsanı Adayı, Virtual Reality, Historical Methodology, Historical Places, Candidate Scientist
Kaynak
Turkish Studies - Information Technologies and Applied Sciences
WoS Q Değeri
Scopus Q Değeri
Cilt
14
Sayı
4
Künye
İsa KALAYCI.(2019).SANAL GERÇEKLİK TEKNOLOJİSİYLE İŞLENEN TARİH METODOLOJİSİ DERSİNİN ÖĞRENCİ ALGISINA ETKİLERİ.Turkish Studies Information Technologies and Applied Sciences
