Araştırma Makalesi
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Artırılmış Gerçeklik Teknolojisinin Fen Bilimleri Dersinde Çevresel Düşünce, Çevresel Davranış ve Çevreye Yönelik Tutum Değişkenlerine Etkisi

Yıl 2023, Sayı: 33, 191 - 207, 31.05.2023

Faruk Arıcı

https://doi.org/10.54600/igdirsosbilder.1244979

Öz

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.

Anahtar Kelimeler

artırılmış gerçeklik çevresel tutum çevresel düşünce çevresel davranış fen eğitimi

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

Yok

Kaynakça

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  • Arici, F., Yilmaz, R. M., & Yilmaz, M. (2021). Affordances of augmented reality technology for science education: Views of secondary school students and science teachers. Human Behavior and Emerging Technologies, 3(5), 1153-1171.
  • Atalay, E., & Akgün, F. (2020). Investigation of High School Students' Attitudes towards the Use of Augmented Reality Applications in Biology Teaching. Journal of Erzincan University Faculty of Education, 22(3), 606-631.
  • Ajzen, I. (1987). Attitudes, traits, and actions: Dispositional prediction of behavior in personality and social psychology. In Advances in experimental social psychology, 20(1), 1-63. Academic Press.
  • Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and Predicting Social Behavior. Englewood Cliffs, New Jersey: Prentiss-Hall.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: teleoperators & virtual environments, 6(4), 355-385.
  • Babur, A. (2016). The effect of augmented reality, simulation and real object use on learning achievements, motivations and psychomotor performances (Unpublished doctoral dissertation). Sakarya University, Sakarya.
  • Batres Quevedo, J. A. (2020). Environmental Education in the Place of Interest and with the Participation of the People Involved. Letras Verdes, Revista Latinoamericana de Estudios Socioambientales, (28), 106-124.
  • Boley, B. B., McGehee, N. G., & Hammett, A. T. (2017). Importance-performance analysis (IPA) of sustainable tourism initiatives: The resident perspective. Tourism Management, 58, 66-77.
  • Candrea, A. N., & Hertanu, A. (2015). Developing ecotourism destinations in Romania. A case study approach. Bulletin of the Transilvania University of Brasov. Economic Sciences. Series V, 8(2), 163.
  • Catal, C., Akbulut, A., Tunali, B., Ulug, E., & Ozturk, E. (2020). Evaluation of augmented reality technology for the design of an evacuation training game. Virtual Reality, 24(3), 359-368.
  • Chang, C. S., Chen, T. S., & Hsu, W. H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, 57(1), 1228-1239.
  • Chen, H. R., & Huang, M. J. (2009, March). The effect of blended learning model for elementary school environmental education. In 2009 First International Workshop on Education Technology and Computer Science (Vol. 3, pp. 96-100). IEEE.
  • Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of science education and technology, 22(4), 449-462.
  • Choudhary, M. P., Chauhan, G. S., & Kushwah, Y. K. (2015, February). Environmental degradation: causes, impacts and mitigation. In National seminar on recent advancements in protection of environment and its management issues (NSRAPEM-2015).
  • Chuang Y, Xie X, Liu C (2016) Interdependent orientations increase pro-environmental preferences when facing self-interest conflicts: The mediating role of self-control. Journal of Environmental Psychology, 46: 96-105.
  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Çetin, S. (2019). The effect of augmented reality applications on the academic achievement, attitudes and spatial visualization skills of secondary school students in the technical drawing course (Master's thesis, Bursa Uludağ University).
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  • Do Paco, A., & Raposo, M. (2009). “Green” segmentation: an application to the Portuguese consumer market. Marketing Intelligence & Planning.
  • Echeverría, A., Améstica, M., Gil, F., Nussbaum, M., Barrios, E., & Leclerc, S. (2012). Exploring different technological platforms for supporting co-located collaborative games in the classroom. Computers in Human Behavior, 28(4), 1170-1177.
  • Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577-598.
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  • Gao, Y. (2018). To study the relationship between environmental education and environmental behavior based on environmental attitude. Ekoloji, 27(106), 627-634.
  • Gausemeier, J., Berssenbrügge, J., Grafe, M., Kahl, S., & Wassmann, H. (2011). Design and VR/AR-based testing of advanced mechatronic systems. In Virtual Reality & Augmented Reality in Industry (pp. 1-37). Springer, Berlin, Heidelberg.
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  • Huh, J. R., Park, I. J., Sunwoo, Y., Choi, H. J., & Bhang, K. J. (2020). Augmented Reality (AR)-Based Intervention to Enhance Awareness of Fine Dust in Sustainable Environments. Sustainability, 12(23), 9874. http://dx.doi.org/10.3390/su12239874
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The Effect of Augmented Reality Technology on Environmental Thinking, Environmental Behavior and Attitude toward Environment Variables in Science Lesson

Yıl 2023, Sayı: 33, 191 - 207, 31.05.2023

Faruk Arıcı

https://doi.org/10.54600/igdirsosbilder.1244979

Öz

The use of technology in science learning is quite common. One of these widely used technologies is Augmented reality (AR) technology. This research was purposed to examine the effectiveness of AR technology on students' attitudes, thinking, and behaviors toward the environment and to examine the relationship between these variables. The research will have a meaningful context in the literature as it supports raising individuals with positive behaviors, thinking, and attitudes toward the environment. The research process was arranged according to the quasi-experimental design's pre and post-test control group model. It was conducted with an experiment and a control group. While AR technology was used in the experimental group, it was applied to the existing program in the control group. The sample consisted of 53 participants in the 5th grade, which are 27 students in the Control group and 26 in the Experimental group. In the study, data was collected with the environmental attitude scale. MANOVA and correlation coefficient analyzed data collected in the context of research. The results showed that using AR positively contributes to secondary school students' attitudes, thinking, and behaviors toward the environment. In addition, it was determined that there were positive or negative relationships between some of the environmental attitudes, behavior, and thinking variables in the experimental and control groups. According to the research results, it is recommended to utilize AR technology in lessons to raise individuals who develop positive thinking, behaviors, and attitudes towards the environment within the context of secondary school science lessons.

Anahtar Kelimeler

augmented reality environmental attitude environmental thinking environmental behavior science education

Proje Numarası

Yok

Kaynakça

  • Allen, J. B., & Ferrand, J. L. (1999). Environmental locus of control, sympathy, and pro-environmental behavior: A test of Geller's actively caring hypothesis. Environment and Behavior, 31(3), 338-353.
  • Arici, F., Yildirim, P., Caliklar, Ş., & Yilmaz, R. M. (2019). Research trends in using augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142, 103647.
  • Arici, F., Yilmaz, R. M., & Yilmaz, M. (2021). Affordances of augmented reality technology for science education: Views of secondary school students and science teachers. Human Behavior and Emerging Technologies, 3(5), 1153-1171.
  • Atalay, E., & Akgün, F. (2020). Investigation of High School Students' Attitudes towards the Use of Augmented Reality Applications in Biology Teaching. Journal of Erzincan University Faculty of Education, 22(3), 606-631.
  • Ajzen, I. (1987). Attitudes, traits, and actions: Dispositional prediction of behavior in personality and social psychology. In Advances in experimental social psychology, 20(1), 1-63. Academic Press.
  • Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and Predicting Social Behavior. Englewood Cliffs, New Jersey: Prentiss-Hall.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: teleoperators & virtual environments, 6(4), 355-385.
  • Babur, A. (2016). The effect of augmented reality, simulation and real object use on learning achievements, motivations and psychomotor performances (Unpublished doctoral dissertation). Sakarya University, Sakarya.
  • Batres Quevedo, J. A. (2020). Environmental Education in the Place of Interest and with the Participation of the People Involved. Letras Verdes, Revista Latinoamericana de Estudios Socioambientales, (28), 106-124.
  • Boley, B. B., McGehee, N. G., & Hammett, A. T. (2017). Importance-performance analysis (IPA) of sustainable tourism initiatives: The resident perspective. Tourism Management, 58, 66-77.
  • Candrea, A. N., & Hertanu, A. (2015). Developing ecotourism destinations in Romania. A case study approach. Bulletin of the Transilvania University of Brasov. Economic Sciences. Series V, 8(2), 163.
  • Catal, C., Akbulut, A., Tunali, B., Ulug, E., & Ozturk, E. (2020). Evaluation of augmented reality technology for the design of an evacuation training game. Virtual Reality, 24(3), 359-368.
  • Chang, C. S., Chen, T. S., & Hsu, W. H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, 57(1), 1228-1239.
  • Chen, H. R., & Huang, M. J. (2009, March). The effect of blended learning model for elementary school environmental education. In 2009 First International Workshop on Education Technology and Computer Science (Vol. 3, pp. 96-100). IEEE.
  • Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of science education and technology, 22(4), 449-462.
  • Choudhary, M. P., Chauhan, G. S., & Kushwah, Y. K. (2015, February). Environmental degradation: causes, impacts and mitigation. In National seminar on recent advancements in protection of environment and its management issues (NSRAPEM-2015).
  • Chuang Y, Xie X, Liu C (2016) Interdependent orientations increase pro-environmental preferences when facing self-interest conflicts: The mediating role of self-control. Journal of Environmental Psychology, 46: 96-105.
  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Çetin, S. (2019). The effect of augmented reality applications on the academic achievement, attitudes and spatial visualization skills of secondary school students in the technical drawing course (Master's thesis, Bursa Uludağ University).
  • Diekmann, A., & Franzen, A. (1999). The wealth of nations and environmental concern. Environment and behavior, 31(4), 540-549.
  • Do Paco, A., & Raposo, M. (2009). “Green” segmentation: an application to the Portuguese consumer market. Marketing Intelligence & Planning.
  • Echeverría, A., Améstica, M., Gil, F., Nussbaum, M., Barrios, E., & Leclerc, S. (2012). Exploring different technological platforms for supporting co-located collaborative games in the classroom. Computers in Human Behavior, 28(4), 1170-1177.
  • Ernst, J., & Theimer, S. (2011). Evaluating the effects of environmental education programming on connectedness to nature. Environmental Education Research, 17(5), 577-598.
  • Ferrer-Balas, D., Lozano, R., Huisingh, D., Buckland, H., Ysern, P., & Zilahy, G. (2010). Going beyond the rhetoric: system-wide changes in universities for sustainable societies. Journal of Cleaner Production, 18(7), 607-610.
  • Furht, B. (Ed.). (2011). Handbook of augmented reality. Springer Science & Business Media.
  • Gao, Y. (2018). To study the relationship between environmental education and environmental behavior based on environmental attitude. Ekoloji, 27(106), 627-634.
  • Gausemeier, J., Berssenbrügge, J., Grafe, M., Kahl, S., & Wassmann, H. (2011). Design and VR/AR-based testing of advanced mechatronic systems. In Virtual Reality & Augmented Reality in Industry (pp. 1-37). Springer, Berlin, Heidelberg.
  • Gifford, R., & Sussman, R. (2012). Environmental attitudes. In S. D. Clayton (Ed.), The Oxford handbook of environmental and conservation psychology (pp. 65–80). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199733026.013.0004
  • Heimlich, J. E., & Ardoin, N. M. (2008). Understanding behavior to understand behavior change: A literature review. Environmental education research, 14(3), 215-237.
  • Hsu, J.L. and Feng, C.-H. (2019), "Evaluating environmental behaviour of the general public in Taiwan: Implications for environmental education", International Journal of Comparative Education and Development, 21(3), 179-189. https://doi.org/10.1108/IJCED-11-2018-0049
  • Huang, T. C., Chen, M. Y., & Hsu, W. P. (2019). Do learning styles matter? Motivating learners in an augmented geopark. Journal of Educational Technology & Society, 22(1), 70-81.
  • Huh, J. R., Park, I. J., Sunwoo, Y., Choi, H. J., & Bhang, K. J. (2020). Augmented Reality (AR)-Based Intervention to Enhance Awareness of Fine Dust in Sustainable Environments. Sustainability, 12(23), 9874. http://dx.doi.org/10.3390/su12239874
  • Idajati, H., Pamungkas, A., & Kukinul, S. V. (2016). The level of participation in Mangrove ecotourism development, Wonorejo Surabaya. Procedia-Social and Behavioral Sciences, 227, 515-520.
  • Jeong, Y., Kim, H. J., & Nam, T. J. (2018, April). Mechanism perfboard: An augmented reality environment for linkage mechanism design and fabrication. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-11).
  • Johnson, B., & Manoli, C. C. (2010). The 2-MEV scale in the United States: a measure of children's environmental attitudes based on the theory of ecological attitude. The Journal of Environmental Education, 42(2), 84-97.
  • Jormanainen, I., Toivonen, T., & Nivalainen, V. (2018). A smart learning environment for environmental education. In Challenges and Solutions in Smart Learning (pp. 13-16). Springer, Singapore.
  • Kim, H. T., Kim, J. G., & Kim, C. (2018). Emotional intimacy with nature and life & intellectual interest in life of pre-service biology teachers for environmental education. Journal of Biological Education, 52(3), 236-247.
  • Kollmuss, A., & Agyeman, J. (2002). Mind the gap: why do people act environmentally and what are the barriers to pro-environmental behavior?. Environmental education research, 8(3), 239-260.
  • Kost, K., & Peabody, S. (2021). Environment and Engagement in German Studies: Projects and Resources for Critical Environmental Thinking. Die Unterrichtspraxis/Teaching German, 54(2), 245-256.
  • Küçük, S., Yilmaz, R., Baydas, Ö., & Göktas, Y. (2014). Augmented reality applications attitude scale in secondary schools: Validity and reliability study. Egitim ve Bilim, 39(176).
  • Lu, A. C. C., Gursoy, D., & Del Chiappa, G. (2016). The influence of materialism on ecotourism attitudes and behaviors. Journal of Travel Research, 55(2), 176-189.
  • Liu CH, Huang YC (2016) A natural capital model of influences for ecotourism intentions and the buffering effects of emotional values. Journal of Travel & Tourism Marketing, 1-16.
  • Majid, A., & Aini, N. (2013, November). Application of Mobile Augmented Reality in a Computer Science Course. In International Visual Informatics Conference (pp. 516-525). Springer, Cham.
  • Marcinkowski, T., & Reid, A. (2019). Reviews of research on the attitude–behavior relationship and their implications for future environmental education research. Environmental Education Research, 25(4), 459-471.
  • Masud, M. M., Aldakhil, A. M., Nassani, A. A., & Azam, M. N. (2017). Community-based ecotourism management for sustainable development of marine protected areas in Malaysia. Ocean & Coastal Management, 136, 104-112.
  • McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry, MyEducationLab Series. Pearson.
  • Michalos, A. C., Creech, H., Swayze, N., Maurine Kahlke, P., Buckler, C., & Rempel, K. (2012). Measuring knowledge, attitudes and behaviours concerning sustainable development among tenth grade students in Manitoba. Social indicators research, 106(2), 213-238.
  • Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactıons on Information and Systems, 77(12), 1321-1329.
  • Norberg, P. A., Horne, D. R., & Horne, D. A. (2007). The privacy paradox: Personal information disclosure intentions versus behaviors. Journal of consumer affairs, 41(1), 100-126.
  • Olsson, T., Jakkila, J., Veijalainen, N., Backman, L., Kaurola, J., & Vehviläinen, B. (2015). Impacts of climate change on temperature, precipitation and hydrology in Finland–studies using bias corrected Regional Climate Model data. Hydrology and Earth System Sciences, 19(7), 3217-3238.
  • Pallant, J. (2017). SPSS User Guide, Step by Step Data Analysis with SPSS. Translated by: Balci S, Ahi B. Putz-Egger, L. M., Beil, D., Dopler, S., & Diephuis, J. (2022). Combining Gamification and Augmented Reality to Raise Interest in Logistics Careers. Applied Sciences, 12(18), 9066.
  • Rodríguez, C., Sevilla, J., Obeso, Í., & Herrera, D. (2022). Emerging Tools for the Interpretation of Glacial and Periglacial Landscapes with Geomorphological Interest—A Case Study Using Augmented Reality in the Mountain Pass of San Isidro (Cantabrian Range, Northwestern Spain). Land, 11(8), 1327.
  • Rossi, M., D'Avenio, G., Morelli, S., & Grigioni, M. (2020, June). Augmented reality app to improve quality of life of people with cognitive and sensory disabilities. In 2020 IEEE International Workshop on Metrology for Industry 4.0 & IoT (pp. 59-62). IEEE.
  • Roubal, O. (2022). The ethıcal consumer and the relıgıous nature of envıronmental thınkıng. European Journal of Science and Theology, 18(1), 113-124.
  • Semprebon, E., Mantovani, D., Demczuk, R., Maior, C. S., & Vilasanti, V. (2018). Green consumption: a network analysis in marketing. Marketing Intelligence & Planning, 37(1), 18-32.
  • Schultz DE, Schultz H, (2016). IMC-The Next Generation. New York: McGraw-Hill Education. Smolova, L. (2019). Types of thinking and their value for ecological education. Psychology. Journal of Higher School of Economics, 16(1), 50-66.
  • Sini M, Peter T, Caroline S (2015) Estimating indigenous cultural values of freshwater: A choice experiment approach to Māori values in New Zealand. Ecological Economics, 118: 207–214
  • Sırakaya, M., & Sırakaya, D. A. (2018). Artırılmış gerçekliğin fen eğitiminde kullanımının tutum ve motivasyona etkisi. Kastamonu Eğitim Dergisi, 26(3), 887-905.
  • Straughan, R. D., & Roberts, J. A. (1999). Environmental segmentation alternatives: a look at green consumer behavior in the new millennium. Journal of consumer marketing.
  • Sun, C., Fang, Y., Kong, M., Chen, X., & Liu, Y. (2022). Influence of augmented reality product display on consumers’ product attitudes: A product uncertainty reduction perspective. Journal of Retailing and Consumer Services, 64, 102828.
  • Tatzgern, M., Grasset, R., Veas, E., Kalkofen, D., Seichter, H., & Schmalstieg, D. (2015). Exploring actual world points of interest: Design and evaluation of object-centric exploration techniques for augmented reality. Pervasive and mobile computing, 18, 55-70.
  • Ucisik Erbilen, S. (2013). The participation in ecological activities and its influence on high school pupils' attitude towards the environment: Famagusta case. Eurasian Journal of Educational Research, (53/A), 107-118.
  • Uzun, N., & Sağlam, N. (2006). Orta öğretim öğrencileri için çevresel tutum ölçeği geliştirme ve geçerliliği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 240-250.
  • Vergara, D., Extremera, J., Rubio, M. P., & Dávila, L. P. (2019). Meaningful learning through virtual reality learning environments: A case study in materials engineering. Applied Sciences, 9(21), 4625.
  • Wang, W. C. (2015). Visitor perception, interpretation needs, and satisfaction of eco-tourism: the case of Taijiang National Park, Taiwan. Enlightening Tourism. A Pathmaking Journal, 5(2), 180-200.
  • Yayla, Ö., Keskin, E., & Keles, H. (2022). The relationship between environmental sensitivity, ecological attitude, and the ecological product purchasing behaviour of tourists. European Journal of Tourism, Hospitality and Recreation, 12(1), 31-45.
  • Yetişir, H. (2019). The effect of augmented reality applications with mobile devices on students' academic achievement, attitude and persistence (Master's thesis, Niğde Ömer Halisdemir University/Institute of Educational Sciences).
  • Yılmaz, M., Arıcı, F., & Dilber, R. (2017). Altı Şapkalı düşünme tekniğinin 7. sınıf öğrencilerinin akademik başarılarına etkisi. Researcher: Social Science Studies, 5(8), 128-139.
  • Yılmaz, R. M., & Göktaş, Y. (2018). Using augmented reality technology in education. Cukurova University Faculty of Education Journal, 47(2), 510-537.
  • Zhang, W., & Xiao, H. Z. (2023). Ecological discourse as a new indicator for improving individual ecological behaviour in environmental protection: an ecolinguistic continuum perspective. Environment, Development and Sustainability, 1-19.
  • Zheng, W. L., Wang, J. W., & Zhang, X. (2018). Effects of environmental cognition and environmental attitude on environmental behavior of ecotourism. Ekoloji, 27(106), 1743-1749.
  • Zhu, W., Owen, C. B., Li, H., & Lee, J. H. (2004). Personalized in-store e-commerce with the promopad: an augmented reality shopping assistant. Electronic Journal for E-commerce Tools and Applications, 1(3), 1-19.
Toplam 73 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Faruk Arıcı 0000-0003-0368-6346

Proje Numarası Yok
Yayımlanma Tarihi 31 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 33

Kaynak Göster

APA Arıcı, F. (2023). The Effect of Augmented Reality Technology on Environmental Thinking, Environmental Behavior and Attitude toward Environment Variables in Science Lesson. Iğdır Üniversitesi Sosyal Bilimler Dergisi(33), 191-207. https://doi.org/10.54600/igdirsosbilder.1244979
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