Research Article
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Year 2023, Volume: 10 Issue: 2, 336 - 356, 26.06.2023

Abstract

References

  • Aina, O. (2010). Application of holographic technology in education (Unpublished master’s thesis). University of Kemi-Tornio, Applied Science, Finland.
  • An, H., Morgenlander, M. and Seplocha, H. (2014). Children's gadgets: Smartphones and tablets. Exchange, 36(5), 65-68
  • Barkhaya, N. M. M. and Halim, N. D. A. (2017). Learning through play via visualization tools to enhance student’s cognitive abilities among preschool children. Retrieved November 8, 2018 from https://educ.utm.my/noordayana/files/2012/10/PaperNurul-Maziah.pdf.
  • Blackwell, C. K., Lauricella, A. R. and Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers and Education, 77, 82-90. Brenneman, K. and Louro, I. F. (2008). Science journals in the preschool classrooms. Early Childhood Education Journal, 36(2), 113-119. Brooker, L. and Siraj-Blatchford, J. (2002). Click on miaow!: How children of three and four years experience the nursery computer. Contemporary Issues in Early Childhood, 3(2), 251-273.
  • Cameron, H. (2005). Asking the tough questions: A guide to ethical practices in interviewing young children. Early Child Development and Care, 175(6), 597-610. Campbell, C. and Jobling, W. (2012). Science in early childhood. London: Cambridge University Press.
  • Casteel, Y. L. (2017). This is what stem looks like. The women’s foundation of Colorado. Retrieved November 21, 2018 from https://www.wfco.org/file/WFCO-STEMGuide_complete.pdf.
  • Clements, D. H. and Samara, J. (2003). Strip mining for gold: Research and policy in educational technology-a response to fool’s gold. Association for the Advancement of Computing in Education (AACE) Journal, 11(1), 7-69.
  • Chen, Y. C., Chi, H. L., Hung, W. H. and Kang, S. C. (2011). Use of tangible and augmented reality models in engineering graphics courses. Journal of Professional Issues in Engineering Education and Practice, 137(4), 267-276.
  • Dale, E. (1969). Audio-visual methods in teaching. New York: Holt, Rinehart and Winston
  • Daugherty, L., Dossani, R., Johnson, E. E. and Oguz, M. (2014). Using early childhood education to bridge the digital divide. Retrieved November 20, 2018 from http://www.rang.org.
  • Dunleavy, M., Dede, C. and Mitchell, R. (2009). Affordances and limitations of ımmersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
  • Ergazaki, M. and Zogza, V. (2013). How does the model of inquiry-based science education work in the kindergarten: The case of biology. Review of Science, Mathematics and ICT Education, 7(2), 73-97.
  • Eschenbrenner, B., Nah, F. F. H. and Siau, K. (2008). 3-D virtual worlds in education: Applications, benefits, issues, and opportunities. Journal of Database Management (JDM), 19(4), 91-110.
  • Eshach, H. and Fried, M. N. (2005). Should science be taught in early childhood?. Journal of Science Education and Technology, 14(3), 315-336.
  • Fleer, M. (2009). Understanding the dialectical relations between everyday concepts and scientific concepts within play-based programs. Research in Science Education, 39(2), 281-306.
  • Freeman, D. M. (2010). Holographic MRI and CT scans of the human body. Retrieved May 21, 2018 from https://eyedave4.wordpress.com/2010/04/01/holographic-mriand-ct-scans-of-the-human-body/.
  • Futschek, G. and Moschitz, J. (2010). Developing algorithmic thinking by inventing and playing algorithms. In J. E. Clayson & I. Kalas (Eds.), Proceedings of the 2010 constructionist approaches to creative learning, thinking and education: lessons for the 21st century (pp. 1-10). Slovakia: Comenius University
  • Ghuloum, H. (2010). 3D Hologram technology in learning environment. In E. Cohen (Ed.), Proceeding of information science & IT education conference (pp. 693-704). Italy: Information Science Institute.
  • Gülhan, H ve Karsak, O. (2014). An Evaluation of Seels and Glasgow ‘Generic Model’. Elementary Online, 13(1), 1-17.
  • Haugland, S. W. (1999). What role should technology play in young children's learning? Part 1, Young children, 54(6), 26-31.
  • Handani, S. W., Saputra, D. I. S. and Sari, F. N. (2017, November). Desain piramida 3D holographic reflection sebagai bentuk visualisasi bangunan. Paper presented at the Information Technology, Information System and Electrical Engineering Conference, Indonesia.
  • Hanson, K. and Shelton, B. E. (2008). Design and development of virtual reality: Analysis of challenges faced by educators. Journal of Educational Technology and Society, 11(1), 27-32.
  • Hertzog, P. E., & Swart, A. J. (2016). Arduino—Enabling engineering students to obtain academic success in a design-based modüle, 2016 IEEE Global Engineering Education Conference (EDUCON), 66-73.
  • Ihmedieh, F. (2010). The role of computer technology in teaching reading and writing: Preschool teachers’ beliefs and practices. Journal of Research in Childhood Education, 24(1), 60-79.
  • Işık, İ., Işık, A. H. ve Güler, İ. (2008). Using the 3D Web Technologies in Distance Education. International Journal of Informatics Technologies, 1(2), 75-78.
  • Jackman, H. L. (2011). Early education curriculum: A child’s connection to the world. Belmont, CA: Wadsworth Cengage Learning.
  • Jawawi, D. N. A., Mamat, R., Ridzuan, F., Khatibsyarbini, M. ve Zaki, M. Z. M. (2015, June). Introducing computer programming to secondary school students using mobile robots. Presented at 10th Asian Control Conference (ASCC), Malaysia.
  • Judge, S. (2005). The impact of computer technology on academic achievement of young African American children. Journal of Research in Childhood Education, 20(2), 91- 101.
  • Kalansooriya, P., Marasinghe, A. and Bandara, K. M. D. N. (2015). Assessing the applicability of 3D holographic technology as an enhanced technology for distance learning. IAFOR Journal of Education, 3, 43-57.
  • Kalarat, K. (2017). The use of 3D holographıc pyramid for the visualization of sinoportuguese architecture. Journal of Information, 2(5), 18-24.
  • Kara, N. and Cagiltay, K. (2017). In-service preschool teachers' thoughts about technology and technology use in early educational settings. Contemporary Educational Technology, 8(2), 119-141
  • Karadeniz, Ş., Samur, Y. and Özden, M. Y. (2014, July). Playing with algorithms to learn programming: A case study on 5 years old children. Paper presented at 9th International Conference on Information Technology and Applications (ICITA2014) Harbin, China.
  • Keleş, E., Erümit, S. F., Özkale, A. ve Aksoy, N. (2016). A Roadmap for Instructional Designers: A Comparison of Instructional Design Models. Journal of Faculty of Educational Sciences, 49(1), 105-139.
  • Kermani, H. and Aldemir, J. (2015). Preparing children for success: Integrating science, math and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504-1527.
  • Klein, P. S., Nir-Gal, O. and Darom, E. (2000). The use of computers in kindergarten, with or without adult mediation; effects on children's cognitive performance and behavior. Computers in Human Behavior, 16(6), 591-608.
  • Khan, J., Can, C., Greenaway, A. and Underwood, I. (2013, March). A real-space interactive holographic display based on a large-aperture HOE. Paper presented at the Practical Holography XXVII: Materials and Applications, California, USA.
  • Liu, T. Y., Tan, T. H. and Chu, Y. L. (2010). QR code and augmented reality supported mobile english learning system. In X. Jiang, M. Y. Ma & C. W. Chen (Eds.), Mobile multimedia processing (pp. 37-52). Berlin Heidelberg: Springer.
  • Mariegaard, S., Seidelin, L. D., & Bruun, J. (2022). Identification of positions in literature using thematic network analysis: the case of early childhood inquiry-based science education. International Journal of Research & Method in Education, 1-17.
  • Mendonca, A. L. R. (2003, April). The practice of instructional design: The process and its application. Paper presented at the PGLDB Research Conference, Rio de Janeiro, Brazil.
  • Mnaathr, S. H. and Basha, A. D. (2013). Descriptive study of 3D imagination to teach children in primary schools: Planets in outer space (Sun, Moon, Our Planet)”, Computer Science and Information Technology, 1(2), 111-114.
  • Monnin, K. (2010). Teaching graphic novels: Practical strategies for the secondary ELA classroom. Gainesville: Maupin House Publication.
  • Musion. (2014). Musion. Retrieved August 20, 2017 from http://musion.com/?portfolio= narendramodi-campaign-2014.
  • National Association for the Education of Young Children [NAEYC]. (2012). Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Washington: National Association for the Education of Young Children, the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. Retrieved June 21, 2017 from http://www.naeyc.org/files/naeyc /file/positions/PS_technology_WEB2.pdf.
  • Nunez, M., Quirós, R., Nunezz, I., Carda, J. B., Camahort, E. and Mauri, J. L. (2008, July). Collaborative augmented reality for inorganic chemistry education. Paper presented at the International Conference on Engineering Education, Greece.
  • Plowman, L. and McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1), 27-33.
  • Plowman, L. and Stephen, C. (2003). A ‘benign addition’? Research on ICT and preschool children. Journal of Computer Assisted Learning, 19(2), 149-164.
  • Plowman, L. and Stephen, C. (2007). Guided interaction in pre‐school settings. Journal of Computer Assisted Learning, 23(1), 14-26.
  • Odabaşı, Y. (2015). The hologram in the future of marketing. February 12, 2016 from http://thebrandage.com/ pazarlamanin-geleceginde-hologram/
  • Oh, S. and Woo, W. (2008). ARGarden: Augmented edutainment system with a learning companion. In Z. Pan, A. D. Cheok, W. Müller & A. E. Rhalibi (Eds.), Transactions on edutainment (pp. 40-50). Berlin Heidelberg: Springer.
  • Okulu, H. Z. ve Ünver, A. O. (2016). Bring cosmos into the classroom: 3D hologram. Shelley, M., Kıray, A., & Çelik, İ. (Ed), Education Research Highlights in Mathematics, Science and Technology (s. 81-86). Ankara: Eğiten Publishing
  • Olson, D. W. (2013). Simple, complete, and novel quantitative model of holography for students of science and science education. Journal of Physics: Conference Series, 415(1), 1-7. doi: 10.1088/1742-6596/415/1/012073.
  • Own, C. M., Cai, T., & Hung, C. Y. (2022). Exploring the Potential of Tangible and Multi-touch Interfaces to Promote Learning Among Preschool Children. IEEE Transactions on Learning Technologies.doi: 10.1109/TLT.2022.3170031
  • Romero, J. A., Diago, L. A., Shinoda, J. and Hagiwara, I. (2015, August). Evaluation of brain models to control a robotic origami arm using holographic neural networks. Paper presented at the 39. Mechanisms and Robotics Conference, ASME, Boston.
  • Roopa, D., Prabha, R., & Senthil, G. A. (2021). Revolutionizing education system with interactive augmented reality for quality education. Materials Today: Proceedings, 46, 3860–3863. https://doi.org/10.1016/j.matpr.2021.02.294
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A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set

Year 2023, Volume: 10 Issue: 2, 336 - 356, 26.06.2023

Abstract

This study aims to design an educational process for teaching scientific concepts during the preschool period based on the instructional design model of Seels and Glasgow, and to evaluate its effectiveness. For this purpose, a material set incorporating a teacher's manual and interactive holographic materials was developed. The teacher's manual developed has an inquiry-based approach according to which scientific concepts are structured in line with scientific information. Expert opinions were obtained regarding the developed material set. It was determined that the material set developed in line with expert opinions may be supportive in teaching scientific concepts in the preschool period. Moreover, it was found that the developed material set helped the concretization of abstract concepts that are difficult to observe and that require a process and assisted the children to construct scientific information in their minds, by way of generating realistic three-dimensional images. It is anticipated that, with the interactive holographic material set developed during the research, the lack of materials and scientific information in the preschool teaching process of scientific concepts may be prevented.

References

  • Aina, O. (2010). Application of holographic technology in education (Unpublished master’s thesis). University of Kemi-Tornio, Applied Science, Finland.
  • An, H., Morgenlander, M. and Seplocha, H. (2014). Children's gadgets: Smartphones and tablets. Exchange, 36(5), 65-68
  • Barkhaya, N. M. M. and Halim, N. D. A. (2017). Learning through play via visualization tools to enhance student’s cognitive abilities among preschool children. Retrieved November 8, 2018 from https://educ.utm.my/noordayana/files/2012/10/PaperNurul-Maziah.pdf.
  • Blackwell, C. K., Lauricella, A. R. and Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers and Education, 77, 82-90. Brenneman, K. and Louro, I. F. (2008). Science journals in the preschool classrooms. Early Childhood Education Journal, 36(2), 113-119. Brooker, L. and Siraj-Blatchford, J. (2002). Click on miaow!: How children of three and four years experience the nursery computer. Contemporary Issues in Early Childhood, 3(2), 251-273.
  • Cameron, H. (2005). Asking the tough questions: A guide to ethical practices in interviewing young children. Early Child Development and Care, 175(6), 597-610. Campbell, C. and Jobling, W. (2012). Science in early childhood. London: Cambridge University Press.
  • Casteel, Y. L. (2017). This is what stem looks like. The women’s foundation of Colorado. Retrieved November 21, 2018 from https://www.wfco.org/file/WFCO-STEMGuide_complete.pdf.
  • Clements, D. H. and Samara, J. (2003). Strip mining for gold: Research and policy in educational technology-a response to fool’s gold. Association for the Advancement of Computing in Education (AACE) Journal, 11(1), 7-69.
  • Chen, Y. C., Chi, H. L., Hung, W. H. and Kang, S. C. (2011). Use of tangible and augmented reality models in engineering graphics courses. Journal of Professional Issues in Engineering Education and Practice, 137(4), 267-276.
  • Dale, E. (1969). Audio-visual methods in teaching. New York: Holt, Rinehart and Winston
  • Daugherty, L., Dossani, R., Johnson, E. E. and Oguz, M. (2014). Using early childhood education to bridge the digital divide. Retrieved November 20, 2018 from http://www.rang.org.
  • Dunleavy, M., Dede, C. and Mitchell, R. (2009). Affordances and limitations of ımmersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
  • Ergazaki, M. and Zogza, V. (2013). How does the model of inquiry-based science education work in the kindergarten: The case of biology. Review of Science, Mathematics and ICT Education, 7(2), 73-97.
  • Eschenbrenner, B., Nah, F. F. H. and Siau, K. (2008). 3-D virtual worlds in education: Applications, benefits, issues, and opportunities. Journal of Database Management (JDM), 19(4), 91-110.
  • Eshach, H. and Fried, M. N. (2005). Should science be taught in early childhood?. Journal of Science Education and Technology, 14(3), 315-336.
  • Fleer, M. (2009). Understanding the dialectical relations between everyday concepts and scientific concepts within play-based programs. Research in Science Education, 39(2), 281-306.
  • Freeman, D. M. (2010). Holographic MRI and CT scans of the human body. Retrieved May 21, 2018 from https://eyedave4.wordpress.com/2010/04/01/holographic-mriand-ct-scans-of-the-human-body/.
  • Futschek, G. and Moschitz, J. (2010). Developing algorithmic thinking by inventing and playing algorithms. In J. E. Clayson & I. Kalas (Eds.), Proceedings of the 2010 constructionist approaches to creative learning, thinking and education: lessons for the 21st century (pp. 1-10). Slovakia: Comenius University
  • Ghuloum, H. (2010). 3D Hologram technology in learning environment. In E. Cohen (Ed.), Proceeding of information science & IT education conference (pp. 693-704). Italy: Information Science Institute.
  • Gülhan, H ve Karsak, O. (2014). An Evaluation of Seels and Glasgow ‘Generic Model’. Elementary Online, 13(1), 1-17.
  • Haugland, S. W. (1999). What role should technology play in young children's learning? Part 1, Young children, 54(6), 26-31.
  • Handani, S. W., Saputra, D. I. S. and Sari, F. N. (2017, November). Desain piramida 3D holographic reflection sebagai bentuk visualisasi bangunan. Paper presented at the Information Technology, Information System and Electrical Engineering Conference, Indonesia.
  • Hanson, K. and Shelton, B. E. (2008). Design and development of virtual reality: Analysis of challenges faced by educators. Journal of Educational Technology and Society, 11(1), 27-32.
  • Hertzog, P. E., & Swart, A. J. (2016). Arduino—Enabling engineering students to obtain academic success in a design-based modüle, 2016 IEEE Global Engineering Education Conference (EDUCON), 66-73.
  • Ihmedieh, F. (2010). The role of computer technology in teaching reading and writing: Preschool teachers’ beliefs and practices. Journal of Research in Childhood Education, 24(1), 60-79.
  • Işık, İ., Işık, A. H. ve Güler, İ. (2008). Using the 3D Web Technologies in Distance Education. International Journal of Informatics Technologies, 1(2), 75-78.
  • Jackman, H. L. (2011). Early education curriculum: A child’s connection to the world. Belmont, CA: Wadsworth Cengage Learning.
  • Jawawi, D. N. A., Mamat, R., Ridzuan, F., Khatibsyarbini, M. ve Zaki, M. Z. M. (2015, June). Introducing computer programming to secondary school students using mobile robots. Presented at 10th Asian Control Conference (ASCC), Malaysia.
  • Judge, S. (2005). The impact of computer technology on academic achievement of young African American children. Journal of Research in Childhood Education, 20(2), 91- 101.
  • Kalansooriya, P., Marasinghe, A. and Bandara, K. M. D. N. (2015). Assessing the applicability of 3D holographic technology as an enhanced technology for distance learning. IAFOR Journal of Education, 3, 43-57.
  • Kalarat, K. (2017). The use of 3D holographıc pyramid for the visualization of sinoportuguese architecture. Journal of Information, 2(5), 18-24.
  • Kara, N. and Cagiltay, K. (2017). In-service preschool teachers' thoughts about technology and technology use in early educational settings. Contemporary Educational Technology, 8(2), 119-141
  • Karadeniz, Ş., Samur, Y. and Özden, M. Y. (2014, July). Playing with algorithms to learn programming: A case study on 5 years old children. Paper presented at 9th International Conference on Information Technology and Applications (ICITA2014) Harbin, China.
  • Keleş, E., Erümit, S. F., Özkale, A. ve Aksoy, N. (2016). A Roadmap for Instructional Designers: A Comparison of Instructional Design Models. Journal of Faculty of Educational Sciences, 49(1), 105-139.
  • Kermani, H. and Aldemir, J. (2015). Preparing children for success: Integrating science, math and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504-1527.
  • Klein, P. S., Nir-Gal, O. and Darom, E. (2000). The use of computers in kindergarten, with or without adult mediation; effects on children's cognitive performance and behavior. Computers in Human Behavior, 16(6), 591-608.
  • Khan, J., Can, C., Greenaway, A. and Underwood, I. (2013, March). A real-space interactive holographic display based on a large-aperture HOE. Paper presented at the Practical Holography XXVII: Materials and Applications, California, USA.
  • Liu, T. Y., Tan, T. H. and Chu, Y. L. (2010). QR code and augmented reality supported mobile english learning system. In X. Jiang, M. Y. Ma & C. W. Chen (Eds.), Mobile multimedia processing (pp. 37-52). Berlin Heidelberg: Springer.
  • Mariegaard, S., Seidelin, L. D., & Bruun, J. (2022). Identification of positions in literature using thematic network analysis: the case of early childhood inquiry-based science education. International Journal of Research & Method in Education, 1-17.
  • Mendonca, A. L. R. (2003, April). The practice of instructional design: The process and its application. Paper presented at the PGLDB Research Conference, Rio de Janeiro, Brazil.
  • Mnaathr, S. H. and Basha, A. D. (2013). Descriptive study of 3D imagination to teach children in primary schools: Planets in outer space (Sun, Moon, Our Planet)”, Computer Science and Information Technology, 1(2), 111-114.
  • Monnin, K. (2010). Teaching graphic novels: Practical strategies for the secondary ELA classroom. Gainesville: Maupin House Publication.
  • Musion. (2014). Musion. Retrieved August 20, 2017 from http://musion.com/?portfolio= narendramodi-campaign-2014.
  • National Association for the Education of Young Children [NAEYC]. (2012). Technology and Interactive Media as Tools in Early Childhood Programs Serving Children from Birth through Age 8. Washington: National Association for the Education of Young Children, the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College. Retrieved June 21, 2017 from http://www.naeyc.org/files/naeyc /file/positions/PS_technology_WEB2.pdf.
  • Nunez, M., Quirós, R., Nunezz, I., Carda, J. B., Camahort, E. and Mauri, J. L. (2008, July). Collaborative augmented reality for inorganic chemistry education. Paper presented at the International Conference on Engineering Education, Greece.
  • Plowman, L. and McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1), 27-33.
  • Plowman, L. and Stephen, C. (2003). A ‘benign addition’? Research on ICT and preschool children. Journal of Computer Assisted Learning, 19(2), 149-164.
  • Plowman, L. and Stephen, C. (2007). Guided interaction in pre‐school settings. Journal of Computer Assisted Learning, 23(1), 14-26.
  • Odabaşı, Y. (2015). The hologram in the future of marketing. February 12, 2016 from http://thebrandage.com/ pazarlamanin-geleceginde-hologram/
  • Oh, S. and Woo, W. (2008). ARGarden: Augmented edutainment system with a learning companion. In Z. Pan, A. D. Cheok, W. Müller & A. E. Rhalibi (Eds.), Transactions on edutainment (pp. 40-50). Berlin Heidelberg: Springer.
  • Okulu, H. Z. ve Ünver, A. O. (2016). Bring cosmos into the classroom: 3D hologram. Shelley, M., Kıray, A., & Çelik, İ. (Ed), Education Research Highlights in Mathematics, Science and Technology (s. 81-86). Ankara: Eğiten Publishing
  • Olson, D. W. (2013). Simple, complete, and novel quantitative model of holography for students of science and science education. Journal of Physics: Conference Series, 415(1), 1-7. doi: 10.1088/1742-6596/415/1/012073.
  • Own, C. M., Cai, T., & Hung, C. Y. (2022). Exploring the Potential of Tangible and Multi-touch Interfaces to Promote Learning Among Preschool Children. IEEE Transactions on Learning Technologies.doi: 10.1109/TLT.2022.3170031
  • Romero, J. A., Diago, L. A., Shinoda, J. and Hagiwara, I. (2015, August). Evaluation of brain models to control a robotic origami arm using holographic neural networks. Paper presented at the 39. Mechanisms and Robotics Conference, ASME, Boston.
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There are 79 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Ebru Turan Güntepe 0000-0002-4858-2180

Esra Keleş 0000-0002-8924-1657

Publication Date June 26, 2023
Published in Issue Year 2023 Volume: 10 Issue: 2

Cite

APA Turan Güntepe, E., & Keleş, E. (2023). A Product of the Instructional Design Process Developed According to the Seels and Glasgow Model: Interactive Hologram-Supported Material Set. International Journal of Contemporary Educational Research, 10(2), 336-356.

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868