Belgesel Temelli Artırılmış Gerçeklik Uygulamalı Çevre Eğitiminin Etkililiği Üzerine Bir Çalışma

Abstract

In this study, determining the effect of environmental education based on documentary-based augmented reality applications on dimensions of critical thinking and science literacy in environmental problems was aimed. The study group of the research in mixed method consists of 118 senior high school tenth grade students. In the quantitative part of the study, experimental design with pre-test and post-test control group was used; in the qualitative part of study, case study was adopted. Personal information form, Critical Thinking Disposition Scale, Science Literacy Test in Environmental Problems, Critical Thinking Skills in Environmental Problems, Semi-Structured Interview Form were performed in research. Descriptive statistics, chi-square, reliability, t-test, covariance, correlation and regression analysis were used for quantitative data. Descriptive and content analysis was achieved for qualitative data analysis. The findings of the study show that documentary-based augmented reality application on environmental education increase critical thinking disposition, critical thinking skills and science literacy in environmental problems. Moreover, as a result of the regression analysis, it was established that critical thinking disposition and critical thinking skills explained 50% of science literacy in environmental problems. It was determined that documentary-based augmented reality application on environmental education are more successful in enhancing empathy towards the environment. Participants stated that augmented reality applications contribute to motivation, learning and the environment.