Science teachers' opinions and experiences on the use of digital stories in teaching socio-scientific issues

Basit Öğe Kaydı
dc.contributor.authorKerek, Melike
dc.contributor.authorOzturk, Nurhan
dc.date.accessioned2026-04-25T14:20:06Z
dc.date.available2026-04-25T14:20:06Z
dc.date.issued2026
dc.departmentSinop Üniversitesi
dc.description.abstractIn this study, it was aimed to determine science teachers' opinions and experiences on the use of digital stories in teaching socio-scientific issues. There are only a limited number of studies in the literature on the use of digital storytelling by science teachers in the classroom implementation of socio-scientific issues.The study group consisted of 9 science teachers (8 female, one male) working in secondary schools in a north province of T & uuml;rkiye. A qualitative methodology was adopted in the study. Case study design was adopted in the study. The data source of the study consisted of Digital Story Evaluation Rubric, Opinion Form for Digital Story Supported Teaching Process, Professional Development Program Assessment Questionnaire, and field notes. The data obtained from the study were analyzed by content and descriptive analyses. At the end of the study, it was determined that almost all science teachers prepared digital story scenarios in accordance with the purpose. While science teachers generally expressed a positive evaluation of the use of digital stories in teaching socio-scientific issues, they also underscored certain challenges, particularly regarding the preparation of content, the time-intensive nature of content creation, and the necessity to work beyond their regular school hours. Science teachers emphasized the powerful aspects of digital storytelling, such as its ability to attract attention, motivate students, and promote technology literacy; while also pointing out potential weaknesses, such as technology addiction and the time-consuming nature of the implementation. When the overall research findings were assessed, it was determined that the professional development program for utilizing digital stories in teaching socio-scientific issues had a positive impact on both students and teachers. It was further concluded that teachers had the opportunity to become acquainted with new Web 2.0 tools, thereby enhancing their awareness of digital story preparation and in-class application in teaching socio-scientific issues.
dc.identifier.doi10.1080/02635143.2026.2619086
dc.identifier.issn0263-5143
dc.identifier.issn1470-1138
dc.identifier.scopus2-s2.0-105028090934
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/02635143.2026.2619086
dc.identifier.urihttps://hdl.handle.net/11486/8370
dc.identifier.wosWOS:001664896600001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofResearch in Science & Technological Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260420
dc.subjectDigital story
dc.subjectscience teacher
dc.subjectsocio-scientific issues
dc.subjectprofessional development
dc.titleScience teachers' opinions and experiences on the use of digital stories in teaching socio-scientific issues
dc.typeArticle

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu