Using ICT-Supported Narratives in Teaching Science and their Effects on Middle School Students

Effective and sustainable science education is enriched by the use of visuals, auditory, and tactile experiences. In order to provide effective learning, instruction need to include multimodal approaches. Integrating ICT supported narrations into learning environments may provide effective and sustainable learning methods. Investigate in this research is the effect on students’ achievements, self-efficacy perceptions and attitudes towards science from ICT supported fables and “Force and Motion” topics used in a 6th grade science course. A quasi-experimental (Pre-tests and post-tests with control group) research design was adopted to conduct the study. Participants were 44 (23 of experimental and 21 of control) 6th grade middle school students. Multiple choice “force and motion achievement test”, “science self-efficacy perception scale” and “attitudes towards science scale” were applied. Parametric (Independent samples t-Tests and paired samples t-Test) and nonparametric (Man-Whitney U test and the Wilcoxon signed-rank test) were used via SPSS statistical analysis software (v.16.0). As results, it has been emerged that the application had positive effect on students’ achievement, self-efficacy perceptions and attitudes towards science.

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