Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleYalnız künye2026Scopus SJRQ1The Effect of Inquiry-based Science Learning Supported By Augmented Reality On Scientific Process Skills and Academic Achievement in Preschool
Arici, Faruk
Inquiry-based learning (IbL) is widely recognized as an effective pedagogical approach in early science education; however, young learners often struggle to engage with abstract concepts and sustain inquiry processes. Augmented reality (AR) has the potential to address these challenges by enhancing interaction, visualization, and engagement in learning environments. Although previous studies have demonstrated the positive effects of IbL and AR separately, empirical evidence examining the combined impact of AR-supported IbL on preschool students’ academic achievement and scientific process skills (SPS) remains limited, particularly in early childhood science education. This study aimed to investigate the effects of AR-supported IbL, IbL alone, and the current preschool science curriculum on children’s academic achievement and SPS. In addition, participants’ perspectives on learning experiences, skill development, and instructional activities were explored. A mixed-methods design was employed with three groups: AR-supported IbL, IbL-only, and a control group following the existing curriculum. Quantitative data were collected using achievement and SPS assessments, while qualitative data were collected through repeated teacher observations and in-depth interviews conducted throughout the intervention. Results indicated that AR-supported IbL led to significantly higher academic achievement and SPS than IbL alone or the current curriculum. While IbL was more effective than the curriculum-based approach, integrating AR further strengthened inquiry cycles and particularly enhanced measurement, communication, and prediction skills. Observational and interview data supported these findings by revealing increased curiosity, engagement, and active participation. The findings suggest that integrating AR within inquiry-based pedagogical frameworks can substantially improve the effectiveness of preschool science education. Implications are discussed for curriculum design, teacher professional development, and the development of developmentally appropriate AR-supported learning environments.
- MakaleAçık Erişim2025Examination of studies on scientific process skills in science education through bibliometric and content analysis
Arici, Faruk
This study presents a comprehensive analysis of academic research on scientific process skills (SPS) in science education using meticulously extracted data from the Web of Science (WoS) database. A holistic approach was employed in the research, integrating bibliometric analysis and content analysis to reveal general trends and thematic structures in the literature. Specifically, bibliometric analysis was employed to examine the most frequently cited studies on inter-author collaborations and keyword trends on SPS. Content analysis provides a unique contribution to our study by detailing the analysis of these publications. A distinguishing feature of this study is the use of a more extensive data set and a more extended period than previous studies, providing a more comprehensive picture of the evolution of research on SPS over time. The VosViwer bibliometric analysis software employs an array of analytical methods, including citation analysis, co-author analysis, keyword matching, and collaboration network analysis, to identify trends within the field. The analysis encompasses studies published from the inaugural study in 1992 through August 2024. The findings reveal a substantial increase in publications, with 2020 demonstrating the highest number of publications. In contrast, the average number of publications during the preceding five-year period was restricted to eight per year. Most of these publications are classified under "Education, Educational Research," with a smaller number falling under "Biology." This observation suggests that the primary focus of SPS research is within the educational context. Furthermore, the study revealed that publications in the SSCI and ESCI indexes are more prevalent, while there are fewer studies in the SCI-E index. The prominent researchers in this field include Kamisah Osman, Hatice Zeynep Inan, and Susan A. Kirch. A notable observation was Turkey's high ranking in terms of country distribution. This observation indicates that researchers have dedicated significant attention to the SPS in the context of science education. The most prevalent keywords in the analyzed studies were "SPS," "science education," "inquiry," and "assessment." Over time, there has been an upward trend in the use of terms such as "inquiry-based learning," "teacher education," and "elementary education." The most prominent academic journals in this field include the Journal of Research in Science Teaching and the International Journal of Science Education. Notwithstanding the strides made, the study underscores Turkish researchers' need to enhance their visibility and cultivate national journals to attain international standards.
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İncele - MakaleAçık Erişim2025Scopus SJRQ1An Examination of Factors Affecting Pre-service Science Teachers' Perceived Satisfaction Levels in Distance Education
Arici, Faruk; Salar, Rıza; Yilmaz, Rabia Meryem
With the advancement of technology, traditional classroom environments have been increasingly replaced by technology-driven learning settings. This transition has been further accelerated by global crises such as wars, health emergencies, and economic instability, pushing education beyond conventional boundaries. Among these settings, e-learning has significantly enhanced the accessibility and availability of education. This study aimed to examine the relationships between perceived satisfaction, learning outcomes, course structure, course content, instructor role, instructor feedback, and technology quality in e-learning. It also investigated the factors influencing university students' perceived satisfaction in both asynchronous and synchronous e-learning settings. The study involved 247 university students (47 males and 200 females) who participated in a one-year distance education program in science education. After attending synchronous and asynchronous courses for 14 weeks, data was collected. The findings revealed that students did not perceive distance education as more effective than face-to-face instruction. However, with an explained variance of 77%, the proposed model demonstrated that learning outcomes, course structure, course content, instructor role, instructor feedback, and technology quality significantly influenced perceived satisfaction. Among these, learning outcomes, course content, and technology quality had a direct impact. These findings highlight the need for educational institutions to enhance the quality of course content, technology infrastructure, and learning outcomes in e-learning environments to improve student satisfaction and engagement.
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İncele - MakaleAçık Erişim2025Scopus SJRQ1Effects of Augmented Reality and Video-Based Learning in Inquiry-Based Science Education on Academic Achievement and Motivation to Learn Science
Arici, Faruk; Yilmaz, Rabia Meryem
Background: Inquiry-based learning (IbL) has significantly contributed to science education, and this impact can be enhanced with technology. Augmented Reality (AR) offers 3D visualisation and interactive experiences, whereas Video-based Learning (VbL) provides narratives with visual and audio support. Both methods aid students in exploring, understanding and boosting their motivation to learn science (MtLS). Objectives: This study examines the effect of AR and VbL within an IbL environment on students' MtLS and academic achievement. Methods: A mixed-method research design was used, with a quasi-experimental approach for the quantitative aspect and a multiple case study for the qualitative part. Participants included two experimental groups and a control group. Experiment 1 (25 participants) received AR and IbL, Experiment 2 (26 participants) received VbL and IbL and the control group (25 participants) received only IbL instruction. Data were collected using academic achievement tests, MtLS scales and semi-structured interviews. Quantitative data were analysed via ANCOVA using SPSS, whereas qualitative data underwent content analysis. Results and Conclusions: Results indicated that AR technology in the IbL environment was more effective than VbL in enhancing academic achievement and MtLS. The VbL group also performed better than the IbL-only group. With regard to the MtLS subfactors, no significant differences were observed between the groups in terms of motivation for participation. However, Experiment-1 demonstrated significant improvement in motivation for conducting research and motivation for collaboration, compared to Experiment-2 and the control group. Experiment 2 showed significant results compared to the control group. Experiment-1 demonstrated significant improvement in motivation for performance and motivation for communication compared to the control group. Although Experiment-1 yielded higher results than Experiment-2, this difference was not significant. Experiment 2 and the control group demonstrate notable parallels. The findings of this study indicate that AR effectively supports academic achievement and MtLS in an IbL environment. Consequently, the utilisation of AR is advocated for middle school students engaged in the study of vertebrates.
AtıfScopus2WoS2OpenAlex5İncele - MakaleAçık Erişim2024Examination of Research Conducted on the Use of Artificial Intelligence in Science Education
Arici, Faruk
The advancement of artificial intelligence (AI) has been significantly driven by developments in machine learning and neural networks. As AI becomes increasingly pervasive, its applications are diversifying, with notable penetration in sectors such as health, education, social media, robotics, and entertainment. One area in which AI is being deployed is science education. The objective of this study is to examine the research that incorporates AI within the field of science education. By analysing trends in the reviewed studies, this research identifies the countries, institutions, journals and scholars that are the most prominent contributors to this field of enquiry. The findings suggest that the incorporation of artificial intelligence into science education is still in its infancy, with a paucity of widespread implementation. However, there is a discernible increase in the quantity of published works, with an emerging emphasis on the assessment of learning outcomes and the enhancement of academic performance. The findings indicate that the United States is the leading country in terms of publications related to AI in science education, accounting for 38% of the total contributions. Additionally, Türkiye has emerged as a notable contributor in this field, demonstrating a growing presence. The Journal of Science Education and Technology was identified as the preeminent journal publishing research on AI. Furthermore, the findings revealed that GPT was the most frequently utilised tool in this context. In light of these findings, it is recommended that future investigations into the application of artificial intelligence (AI) in science education employ a range of AI tools and explore the development of higher-order thinking skills.
AtıfOpenAlex6TR Dizin3İncele - MakaleAçık Erişim2024Scopus SJRQ1Investigating the Effectiveness of Augmented Reality Technology in Science Education in Terms of Environmental Literacy, Self-Regulation, and Motivation to Learn Science
Arici, Faruk
Augmented Reality (AR) is a technology that provides users with an engaging learning experience by placing interactive virtual 3D models in natural environments. It is known that the use of AR technology in science education has many educational benefits. This study investigated the impact of AR technology on the development of environmental literacy, self-regulation skills, and motivation for science learning, which are increasingly important skills. Acquiring these high-level skills is essential for supporting students’ development in preventing environmental problems, addressing the motivation decrease seen primarily due to distance learning, and acquiring the self-regulation skills that have gained importance due to distance learning. The study was conducted with a quasi-experimental design on fifth-grade students, with one experimental (34) and one control (36) group. The findings were analyzed through MANOVA and content analysis. The results showed that AR technology supports environmental sensitivity, positive behavior, and the development of environmental knowledge and skills. In addition, AR technology has significant contributions in terms of self-regulation. Finally, it is recommended to use AR technology in science education to develop these variables and positively affect participants’ motivation for science learning.
AtıfScopus22WoS17OpenAlex18İncele - MakaleAçık Erişim2023Artırılmış Gerçeklik Teknolojisinin Fen Bilimleri Dersinde Çevresel Düşünce, Çevresel Davranış ve Çevreye Yönelik Tutum Değişkenlerine Etkisi
Arici, Faruk
Fen öğreniminde teknolojinin kullanımı oldukça yaygındır. Yaygın olarak kullanılan bu teknolojilerden birisi de artırılmış gerçeklik (AG) teknolojisidir. Bu araştırma AG teknolojisinin öğrencilerin çevreye yönelik tutum, çevresel düşünce ve çevreye yönelik davranışları üzerindeki etkililiğini ayrıca bu değişkenler arasındaki ilişkiyi incelemeyi amaçlamaktadır. Araştırma çevreye karşı olumlu davranış, düşünce ve tutum sahibi bireylerin yetiştirilmesini AG teknolojisi kullanımıyla desteklediği için literatürde anlamlı bir yere sahip olacağı söylenebilir. Araştırma süreci, yarı deneysel desendeki ön test ve son test kontrol gruplu modele göre düzenlenmiş, bir deney ve bir kontrol grubu ile yürütülmüştür. Deney grubunda AG teknolojisi kullanılırken, kontrol grubunda mevcut program uygulanmıştır. Örneklem, 27 Kontrol grubu ve 26 Deney grubu olmak üzere 5. Sınıfta öğrenim görmekte olan 53 katılımcıdan oluşmuştur. Çalışmada veriler çevresel tutum ölçeği ile toplanmıştır. Araştırmadan elde edilen veriler MANOVA ve korelasyon analizine tabi tutulmuştur. Sonuçlar AG kullanımının ortaokul öğrencilerinin çevreye yönelik tutum, düşünce ve davranışlarına olumlu katkı sağladığını göstermiştir. Ek olarak deney ve kontrol gurubunda çevresel tutum, davranış ve düşünce değişkenlerinden bazıları arasında pozitif veya negatif ilişkiler olduğu belirlenmiştir. Araştırma sonuçlarına göre, ortaokul fen bilgisi dersleri kapsamında çevreye karşı olumlu düşünce, davranış ve tutum geliştiren bireyler yetiştirmek için AG teknolojisinin derslerde kullanılması önerilmektedir.
AtıfOpenAlex6İncele - MakaleAçık Erişim2023Education in Disaster Situations: The Impact of The Kahramanmaraş Earthquake on Teachers' Experiences
Kuzey, Memet; Cengiz, Ekrem; Bozkaya, Hasan; Arici, Faruk
This study examines how the earthquake that occurred on February 6, 2023, in Kahramanmaraş, Turkey, has affected educational activities in the region. The research utilized questionnaires to survey teachers and gather information about the main problems they experienced after the earthquake and their solution suggestions. The findings provide valuable insights for educators and policymakers to tackle the challenges teachers and students face after a natural disaster. The study employed a basic qualitative research design within qualitative research methods. The study group comprised 42 volunteer teachers from eleven different Turkish provinces at various education levels who experienced the February 6, 2023, earthquake centered in Kahramanmaraş and participated in educational activities in the same area following the earthquake. The group of research participants was selected through easily accessible case sampling, one of the types of purposeful sampling. The data collected underwent content analysis. As per the study results, teachers detected issues that have arisen after the earthquake in the realms of educational infrastructure, psychosocial well-being, security, communication, and other factors. They then devised individual and collaborative solutions to address these challenges. Additionally, the study discussed the proposed solutions of teachers for addressing the psychosocial issues that students face in the aftermath of an earthquake. It provides crucial insights for comprehending the problems in post-earthquake education and extending support to students. Teachers' recommendations for enhancing earthquake education and awareness can significantly aid future preparedness and crisis management.
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