Investigating Classroom Teachers’ Experiences on the Use of Digital Stories
Yazarlar (2)
T.C. Milli Eğitim Bakanlığı, Türkiye
Doç. Dr. Osman ÇİL
Kırşehir Ahi Evran Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale)
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| Dergi Adı | Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi | ||
| Dergi ISSN | 1307-6086 | ||
| Dergi Tarandığı Indeksler | H. W. Wilson Database | ||
| Makale Dili | İngilizce | Basım Tarihi | 06-2024 |
| Cilt / Sayı / Sayfa | 18 / 1 / 191–218 | DOI | 10.17522/balikesirnef.1373582 |
| Makale Linki | https://doi.org/10.17522/balikesirnef.1373582 | ||
| Özet |
| This study aimed to investigate classroom teachers’ experiences with the use of digital stories in the mathematics teaching process by using the phenomenological research design. Digital stories and lesson plans prepared by the researcher for each primary school grade mathematics course were distributed to the participating teachers during the data collection process. Teachers were asked to teach their lessons with the digital story appropriate for the grade level. The classroom teachers stated that teaching mathematics with digital storytelling provided concretization of abstract concepts, ensured retention, increased attention towards the lesson, and facilitated the transfer of what they learned to real life. The danger of turning the use of technology into a habit, the hardship of preparing digital story materials that could address students’ individual differences, insufficient technological equipment in the teaching environment, and problems related to the time-consuming nature of the practice were the main disadvantages of teaching mathematics via digital stories. |
| Anahtar Kelimeler |
| Digital story | mathematics teaching | classroom teachers |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları |