The Effect of Augmented Reality Technology on Environmental Thinking, Environmental Behavior and Attitude toward Environment Variables in Science Lesson

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dc.contributor.authorArıcı, Faruk
dc.date.accessioned2024-10-04T19:07:37Z
dc.date.available2024-10-04T19:07:37Z
dc.date.issued2023
dc.departmentBayburt Üniversitesien_US
dc.description.abstractThe use of technology in science learning is quite common. One of these widely used technologies is Augmented reality (AR) technology. This research was purposed to examine the effectiveness of AR technology on students' attitudes, thinking, and behaviors toward the environment and to examine the relationship between these variables. The research will have a meaningful context in the literature as it supports raising individuals with positive behaviors, thinking, and attitudes toward the environment. The research process was arranged according to the quasi-experimental design's pre and post-test control group model. It was conducted with an experiment and a control group. While AR technology was used in the experimental group, it was applied to the existing program in the control group. The sample consisted of 53 participants in the 5th grade, which are 27 students in the Control group and 26 in the Experimental group. In the study, data was collected with the environmental attitude scale. MANOVA and correlation coefficient analyzed data collected in the context of research. The results showed that using AR positively contributes to secondary school students' attitudes, thinking, and behaviors toward the environment. In addition, it was determined that there were positive or negative relationships between some of the environmental attitudes, behavior, and thinking variables in the experimental and control groups. According to the research results, it is recommended to utilize AR technology in lessons to raise individuals who develop positive thinking, behaviors, and attitudes towards the environment within the context of secondary school science lessons.en_US
dc.identifier.doi10.54600/igdirsosbilder.1244979
dc.identifier.endpage207en_US
dc.identifier.issn2147-5717
dc.identifier.issn2147-6152
dc.identifier.issue33en_US
dc.identifier.startpage191en_US
dc.identifier.trdizinid1180141en_US
dc.identifier.urihttps://doi.org/10.54600/igdirsosbilder.1244979
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1180141
dc.identifier.urihttp://hdl.handle.net/20.500.12403/4763
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofIğdır Üniversitesi Sosyal Bilimler Dergisien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAugmented realityen_US
dc.subjectenvironmental attitudeen_US
dc.subjectenvironmental thinkingen_US
dc.subjectenvironmental behavioren_US
dc.subjectscience educationen_US
dc.titleThe Effect of Augmented Reality Technology on Environmental Thinking, Environmental Behavior and Attitude toward Environment Variables in Science Lessonen_US
dc.typeArticleen_US

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