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Artirilmis Gerceklik Ile Duzenlenen Ogretim Tasariminin 6. Sinif Geometrik Cisimler Konusunun Ogretiminde Uygulanmasi = = Implementation of Instructional Design Arranged With Augmented Reality in Teaching the Subject of 6th Grade Geometric Objects.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Artirilmis Gerceklik Ile Duzenlenen Ogretim Tasariminin 6. Sinif Geometrik Cisimler Konusunun Ogretiminde Uygulanmasi =/
Reminder of title:	Implementation of Instructional Design Arranged With Augmented Reality in Teaching the Subject of 6th Grade Geometric Objects.
remainder title:	Implementation of Instructional Design Arranged With Augmented Reality in Teaching the Subject of 6th Grade Geometric Objects.
Author:	Ince, Ozlem.
Description:	1 online resource (202 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-12.
Contained By:	Masters Abstracts International84-12.
Subject:	Augmented reality. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30481869click for full text (PQDT)
ISBN:	9798379654702

Artirilmis Gerceklik Ile Duzenlenen Ogretim Tasariminin 6. Sinif Geometrik Cisimler Konusunun Ogretiminde Uygulanmasi = = Implementation of Instructional Design Arranged With Augmented Reality in Teaching the Subject of 6th Grade Geometric Objects.
Ince, Ozlem.

Artirilmis Gerceklik Ile Duzenlenen Ogretim Tasariminin 6. Sinif Geometrik Cisimler Konusunun Ogretiminde Uygulanmasi =Implementation of Instructional Design Arranged With Augmented Reality in Teaching the Subject of 6th Grade Geometric Objects.Implementation of Instructional Design Arranged With Augmented Reality in Teaching the Subject of 6th Grade Geometric Objects. - 1 online resource (202 pages)

Source: Masters Abstracts International, Volume: 84-12.

Thesis (Ph.D.)--Marmara Universitesi (Turkey), 2023.

Includes bibliographical references

Geometrik cisimler gibi soyut olan bir kavrami ogrencilerin zihinlerinde anlamlandirmaya calismalari somut kavramlara gore daha zor olmaktadir. Soyut kavramlarin kazandirilmasinda bilgisayar ile olusturulan sanal ortamlarin yaninda bilgisayar ile uretilen artirilmis gerceklik uygulamalarindan yararlanilarak bu konularin ogretimi gerceklestirilebilir. Bu arastirmada 6.sinif matematik dersinde "Geometrik Cisimler" konusu islenirken kullanilacak olan artirilmis gerceklik uygulamasinin gelistirilmesi ve tasarim donguleri yardimiyla iyilestirilmesi icin yapilan calismalara yer verilmesi ayrica bu uygulama kullanilarak yapilan ogretim tasariminin ogrencilerin uc boyutlu cisimleri zihinlerinde anlamlandirma uzerine etkisinin incelenmesi amaclanmistir.Arastirmanin calisma grubunu 2020-2021 egitim-ogretim yili Eskisehir ili Tepebasi ilcesinde bir devlet okulunda ogrenim gormekte olan 6.sinif ogrencilerinden arastirmacinin dersine girdigi uc siniftan secilen sekiz ogrenci olusturmaktadir. Arastirmada, 6.sinif ogrencilerine yonelik tasarlanan ogrenme ortaminda kullanilacak olan etkinliklerin ve artirilmis gerceklik uygulamasinin gelistirilmesi amaclanmaktadir. Bununla birlikte, tasarlanan ogrenme ortaminin ogrencilerin uc boyutlu cisimleri zihinlerinde anlamlandirma uzerine etkisinin incelenmesi hedeflenmektedir. Bu amac dogrultusunda tasarim tabanli arastirma yontemi arastirmanin yontemi olarak belirlenmistir. Arastirmada hem nitel hem de nicel veri toplama araclari kullanilmistir. Arastirmanin nitel veri kaynaklarini, uzman gorusleri, ogrencilerin etkinlik kagitlari ve rubrikler, video kayitlar, ogrenci gorusme sorulari olusturmaktadir. Arastirmanin nicel verilerini toplama araclarini, Geometrik Yapilari Insa Etme ve Cizme Basari Testi, Uzamsal Yetenek Testi, Artirilmis Gerceklik Uygulamalari Tutum Olcegi olusturmaktadir.Arastirma sonuclari ogrencilerin dikdortgenler prizmasinin hacim bagintisini birinci dongude etkinlik kagitlari ile deneyime girerek cikardiklarini, ikinci dongude bu cikarimi kullanarak hacim konusunda genelleme yapmada sikinti yasamadiklarini gostermistir. Arastirmanin ilk dongusunun sonuclari ogrencilerin birim kuplerden olusan yapilarin hacimlerini bulurken tek tek saydiklarini gostermis ancak ikinci dongude ogrenciler buna benzer etkinlikte kodlama yaparak sonuca ulasmislardir. Ayrica 6.sinif kazanimlarina yonelik birinci ve ikinci dongude yapilan etkinliklerin 7.sinif kazanimlarina temel olusturdugu, ikinci dongude ogrencilere 7.sinif kazanimlarina iliskin sunulan etkinlikleri ogrencilerin genel olarak basarili bir sekilde tamamladiklari gorulmustur. Arastirmanin nicel sonuclarina bakildiginda ogrencilerin geometrik yapilari insa etme ve cizme basarisi ile uzamsal yetenek testi sonuclarinin son test puanlarinin daha yuksek oldugu gorulmustur. Arastirmada kullanilan artirilmis gerceklik uygulamalari tutum olceginin alt boyutlarindan olan kullanma memnuniyeti puan ortalamasinin son testlerde on testlere gore daha yuksek oldugu ve kullanma kaygisi puan ortalamasinin azaldigi gorulmustur. Artirilmis gerceklik uygulamasi kullanilarak yapilan geometri ogretimine iliskin ogrenci goruslerinde bilgilerin kaliciligini arttirdigi ve uygulamanin kullanilmasinin kolay oldugu gibi olumlu ogrenci goruslerine ulasilmistir.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379654702Subjects--Topical Terms:

1620831
Augmented reality.
Index Terms--Genre/Form:

542853
Electronic books.

Artirilmis Gerceklik Ile Duzenlenen Ogretim Tasariminin 6. Sinif Geometrik Cisimler Konusunun Ogretiminde Uygulanmasi = = Implementation of Instructional Design Arranged With Augmented Reality in Teaching the Subject of 6th Grade Geometric Objects.
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300 $a 1 online resource (202 pages)
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500 $a Source: Masters Abstracts International, Volume: 84-12.
500 $a Advisor: Ozdemir, Ahmet Sukru.
502 $a Thesis (Ph.D.)--Marmara Universitesi (Turkey), 2023.
504 $a Includes bibliographical references
520 $a Geometrik cisimler gibi soyut olan bir kavrami ogrencilerin zihinlerinde anlamlandirmaya calismalari somut kavramlara gore daha zor olmaktadir. Soyut kavramlarin kazandirilmasinda bilgisayar ile olusturulan sanal ortamlarin yaninda bilgisayar ile uretilen artirilmis gerceklik uygulamalarindan yararlanilarak bu konularin ogretimi gerceklestirilebilir. Bu arastirmada 6.sinif matematik dersinde "Geometrik Cisimler" konusu islenirken kullanilacak olan artirilmis gerceklik uygulamasinin gelistirilmesi ve tasarim donguleri yardimiyla iyilestirilmesi icin yapilan calismalara yer verilmesi ayrica bu uygulama kullanilarak yapilan ogretim tasariminin ogrencilerin uc boyutlu cisimleri zihinlerinde anlamlandirma uzerine etkisinin incelenmesi amaclanmistir.Arastirmanin calisma grubunu 2020-2021 egitim-ogretim yili Eskisehir ili Tepebasi ilcesinde bir devlet okulunda ogrenim gormekte olan 6.sinif ogrencilerinden arastirmacinin dersine girdigi uc siniftan secilen sekiz ogrenci olusturmaktadir. Arastirmada, 6.sinif ogrencilerine yonelik tasarlanan ogrenme ortaminda kullanilacak olan etkinliklerin ve artirilmis gerceklik uygulamasinin gelistirilmesi amaclanmaktadir. Bununla birlikte, tasarlanan ogrenme ortaminin ogrencilerin uc boyutlu cisimleri zihinlerinde anlamlandirma uzerine etkisinin incelenmesi hedeflenmektedir. Bu amac dogrultusunda tasarim tabanli arastirma yontemi arastirmanin yontemi olarak belirlenmistir. Arastirmada hem nitel hem de nicel veri toplama araclari kullanilmistir. Arastirmanin nitel veri kaynaklarini, uzman gorusleri, ogrencilerin etkinlik kagitlari ve rubrikler, video kayitlar, ogrenci gorusme sorulari olusturmaktadir. Arastirmanin nicel verilerini toplama araclarini, Geometrik Yapilari Insa Etme ve Cizme Basari Testi, Uzamsal Yetenek Testi, Artirilmis Gerceklik Uygulamalari Tutum Olcegi olusturmaktadir.Arastirma sonuclari ogrencilerin dikdortgenler prizmasinin hacim bagintisini birinci dongude etkinlik kagitlari ile deneyime girerek cikardiklarini, ikinci dongude bu cikarimi kullanarak hacim konusunda genelleme yapmada sikinti yasamadiklarini gostermistir. Arastirmanin ilk dongusunun sonuclari ogrencilerin birim kuplerden olusan yapilarin hacimlerini bulurken tek tek saydiklarini gostermis ancak ikinci dongude ogrenciler buna benzer etkinlikte kodlama yaparak sonuca ulasmislardir. Ayrica 6.sinif kazanimlarina yonelik birinci ve ikinci dongude yapilan etkinliklerin 7.sinif kazanimlarina temel olusturdugu, ikinci dongude ogrencilere 7.sinif kazanimlarina iliskin sunulan etkinlikleri ogrencilerin genel olarak basarili bir sekilde tamamladiklari gorulmustur. Arastirmanin nicel sonuclarina bakildiginda ogrencilerin geometrik yapilari insa etme ve cizme basarisi ile uzamsal yetenek testi sonuclarinin son test puanlarinin daha yuksek oldugu gorulmustur. Arastirmada kullanilan artirilmis gerceklik uygulamalari tutum olceginin alt boyutlarindan olan kullanma memnuniyeti puan ortalamasinin son testlerde on testlere gore daha yuksek oldugu ve kullanma kaygisi puan ortalamasinin azaldigi gorulmustur. Artirilmis gerceklik uygulamasi kullanilarak yapilan geometri ogretimine iliskin ogrenci goruslerinde bilgilerin kaliciligini arttirdigi ve uygulamanin kullanilmasinin kolay oldugu gibi olumlu ogrenci goruslerine ulasilmistir.
520 $a It is more difficult for students to try to make sense of abstract concepts, such as geometric objects, in their minds than concrete concepts. We can use computergenerated virtual environments and augmented reality applications to gain abstract concepts. In this study, we developed an augmented reality application that will be used in a lesson on "Geometric Objects" in mathematics for sixth graders. The application was improved with the help of design cycles. Additionally, it aims to investigate the impact of instructional design created with the aid of this application on students' conceptualization of three-dimensional objects. We selected the study group of the research as eight students from the three classes that the researcher attended, among the 6th-grade students studying at a public school in the Tepebasi district of Eskisehir in the 2020-2021 academic year. This research aimed to develop the activities and augmented reality application to be used in the learning environment designed for 6th-grade students.In addition, it is intended to investigate the impact of the designed learning environment on students' mental representations of three-dimensional objects. For this reason, a design-based research method was chosen as the research methodology. The research employed both qualitative and quantitative data collection methods. The qualitative data tools of the research consist of expert opinions, students' activity papers and rubrics, video recordings, and student interview questions. Quantitative data tools were applied in the form of pretest-posttest in the research; "Building and Drawing Geometric Structures Achievement Test," "Spatial Ability Test," and "Augmented Reality Applications Attitude Scale".The results of the research showed that the students extracted the volume relation of the rectangular prism by getting experience with the activity papers in the first cycle, and they had no trouble in generalizing about the volume by using this inference in the second cycle. The results of the first cycle of the research showed that the students counted the volumes of the structures consisting of unit cubes one by one. However, in the second cycle, the students reached the result by coding in a similar activity. In addition, it was seen that the activities for the 6th-grade achievements in the first and second cycles formed the basis for the 7th-grade achievements. In the second cycle, the students successfully completed the activities related to the 7th-grade achievements. Considering the quantitative results of the study, it was seen that the student's success in the "Building and Drawing Geometric Structures Achievement Test" and the post-test scores of the "Spatial Ability Test" test results were higher. It has been observed that the average using satisfaction score, which is one of the sub-dimensions of the augmented reality applications attitude scale used in the research, was higher in the post-tests than in the pre-tests, and the average using anxiety score decreased. In the students' views on geometry teaching using the augmented reality application, positive student opinions were reached, such as that it increases the permanence of the information and that the application is easy to use.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Augmented reality. $3 1620831
650 4 $a Achievement tests. $3 565866
650 4 $a Instructional design. $3 3172279
650 4 $a Design. $3 518875
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational tests & measurements. $3 3168483
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0447
690 $a 0389
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690 $a 0288
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Marmara Universitesi (Turkey). $3 3555089
773 0 $t Masters Abstracts International $g 84-12.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30481869 $z click for full text (PQDT)