Sürdürülebilir Kalkınma Amaçları

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• MakaleYalnız künye2026Scopus SJRQ1/r/bayburt/12668
  The 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.

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• MakaleAçık Erişim2008Scopus SJRQ1/r/bayburt/14032
  Comparing the impacts of tutorial and edutainment software programs on students' achievements, misconceptions, and attitudes towards biology

  Kara, Yilmaz; Yeşilyurt, Selami

  The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs related to the "cell division" topic on student achievements, misconceptions and attitudes. An experimental research design including the cell division achievement test (CAT), the cell division concept test (CCT) and biology attitude scale (BAS) was applied at the beginning and at the end of the research. After the treatment, general achievement in CAT increased in favor of experimental groups. Instructional software programs also had the positive effect to the awareness of students' understandings to the general functions of mitosis and meiosis. However, the current study revealed that there were still some misconceptions in the experimental groups even after the treatment. It was also noticed that only using edutainment software program significantly changed students' attitudes towards biology.

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  AtıfScopus31·OpenAlex51

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