Teaching Environmental Topics in QR Code–Supported Mobile Learning Environments in Primary School Science: A Mixed-Method Study/Poučavanje okolišnih tema u nastavi prirodoslovlja u osnovnoj školi u okružju mobilnoga učenja podržanoga QR kodovima: istraživanje mješovitom metodom
DOI:
https://doi.org/10.15516/cje.v28i2.42103Keywords:
environmental education, mobile learning, primary education, QR codes, science teachingAbstract
Abstract
The study examined the effect of teaching primary school science in QR code-supported mobile learning environments on students’ academic achievement, knowledge retention and their views on mobile learning. The research was conducted using a mixed-methods design with an experimental group (27 students) and a control group (20 students) attending a public primary school in Istanbul. Quantitative data were collected through an achievement test, while qualitative data were obtained via semi-structured interviews and student journals. The findings revealed significantly higher academic achievement of students in the experimental group compared to those in the control group, and that students from the experimental group developed positive perceptions of mobile learning practices. Additionally, students’ interest and motivation toward science increased, and improvements were observed in several learning-related skills. These results indicate that QR code-supported mobile learning environments can be an effective instructional approach for teaching environmental topics in primary school science education.
Key words: environmental education; mobile learning; primary education; QR codes; science teaching
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Sažetak
Ovo istraživanje ispitivalo je učinak poučavanja nastavne cjeline „Živa bića” u nastavi prirodoslovlja u osnovnoj školi primjenom mobilnoga učenja podržanoga QR kodovima na učenička postignuća, zadržavanje znanja i stavove učenika. Istraživanje je provedeno primjenom dizajna mješovitih metoda, uz eksperimentalnu skupinu (27 učenika) i kontrolnu skupinu (20 učenika) iz jedne javne osnovne škole u Istanbulu. Kvantitativni podatci prikupljeni su testom akademskoga postignuća, dok su kvalitativni podatci dobiveni polustrukturiranim intervjuima i učeničkim dnevnicima. Rezultati su pokazali da su učenici u eksperimentalnoj skupini postigli statistički značajno viša postignuća u odnosu na kontrolnu skupinu te razvili pozitivne percepcije o primjeni mobilnoga učenja. Nadalje, zabilježen je porast interesa i motivacije za nastavu prirodoslovlja, kao i napredak u različitim vještinama povezanima s učenjem. Dobiveni rezultati upućuju na to da mobilno učenje podržano QR kodovima može predstavljati učinkovit pedagoški pristup poučavanju okolišnih tema u nastavi prirodoslovlja u osnovnoj školi.
Ključne riječi: odgoj i obrazovanje za okoliš; mobilno učenje; osnovno obrazovanje; QR kodovi; nastava prirodoslovlja
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