Digital Storytelling in Science Teacher Education: Evaluation of Digital Stories

Science Education International Pub Date : 2022-06-01 DOI:10.33828/sei.v33.i2.13

Derya Orhan Göksün, Gülden Gürsoy

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引用次数: 1

Abstract

The aim of the study was to evaluate digital stories prepared by preservice teachers in the frame of their planning, content, mechanics, story structure, and use of technology dimensions. Additionally, the study aimed to reveal differences among the aforementioned dimensions’ scores. In order to achieve this, the study’s participants attended a course on theoretical and technological process and tools implemented in digital story creation. A total of 46 digital stories were scored via a rubric and then analyzed. From the analysis, only the content dimension received a high score, whilst all other dimensions were scored at the medium level. The results revealed a significant difference among the digital storytelling dimensions, with mechanics, story structure, and use of technology dimensions negatively differentiated from content and planning. These findings support the use of digital storytelling content that is primarily based on the use of technology and basic digital storytelling principles for science teacher education programs. From this point of view, it can be strongly said that both in field education courses and for instructional technology and vocational courses, the potential for preservice teachers to graduate with having acquired higher skill levels may be realized through digital storytelling. So, teacher education programs should be supported by digital storytelling activities and instructions.

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科学教师教育中的数字故事:数字故事的评价

本研究的目的是评估职前教师在计划、内容、机制、故事结构和技术使用等方面编写的数字故事。此外，该研究旨在揭示上述维度得分之间的差异。为了实现这一目标，研究参与者参加了一门关于数字故事创作的理论和技术过程以及工具的课程。共有46个数字故事通过一个标题进行评分，然后进行分析。从分析来看，只有内容维度得到了高分，而所有其他维度的得分都在中等水平。结果显示，数字叙事维度之间存在显著差异，机制、故事结构和技术使用维度与内容和计划呈负相关。这些发现支持在科学教师教育项目中使用主要基于技术使用和基本数字讲故事原则的数字讲故事内容。从这个角度来看，可以强烈地说，无论是在实地教育课程中，还是在教学技术和职业课程中，职前教师毕业时获得更高技能水平的潜力都可以通过数字讲故事来实现。因此，教师教育计划应该通过数字讲故事活动和指导来支持。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Science Education International

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