The Effect of Augmented Reality Enriched Jigsaw Activities on Students' Views of Jigsaw Technique

Özyalçın B., Avcı F.

2nd International Graduate Studies Congress, İstanbul, Türkiye, 8 - 11 Haziran 2022, ss.892-893, (Özet Bildiri)

  • Yayın Türü: Bildiri / Özet Bildiri
  • Basıldığı Şehir: İstanbul
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.892-893
  • İstanbul Üniversitesi-Cerrahpaşa Adresli: Evet

Özet

In this study, the effects of Jigsaw and Augmented Reality Enriched Jigsaw activities developed by researchers on the subjects of "Particulate Structure of Matter and Pure Substances" in the secondary school seventh grade Science course on the students' views on the Jigsaw technique were examined. The study was carried out in accordance with the quasi- experimental design with pretest-posttest control group. The participant group of the study consisted of 109 students studying in three different branches of a secondary school in Istanbul in the 2019-2020 academic year. In the study in which the groups were randomly selected, the teaching of the subjects was carried out with Jigsaw activities in the experimental I group (N=37), with Augmented Reality Enriched Jigsaw activities in the experimental II group (N=36), and with the activities in the Science Textbook approved by the Ministry of Education (Seyrek, Türker, Bozkaya ve Üçüncü, 2019) in the control group (N=36). The application process covers 18 lesson hours (1 lesson hour = 40 minutes). As a data collection tool in the research; “Jigsaw Opinion Scale” developed by Şimşek (2007) was applied to allgroups as pretest-posttest before and after the application. SPSS package program was used to analyze the data. According to the findings obtained from the Jigsaw Opinion Scale; It was concluded that the applied activities made a significant difference in favor of the post-test only in the experimental groups. When the effect sizes of the applied activities in the experimental groups were examined, it was seen that they had a moderate effect value in both the experimental I and the experimental II groups. Finally, when the pretest-posttest average scores of all groups were examined, it was seen that the students in the experimental group I, in which jigsaw activities were applied, developed more positive views about the jigsaw technique compared to the students in the control and experimental group II.