Bu çalışmada temel olarak 6. sınıf “Denetleyici ve Düzenleyici Sistemler” ünitesi
“Sinir Sistemi” konusunda yapılan sanal gerçeklik destekli fen bilimleri eğitimi
uygulamalarının öğrencilerin bilişsel seviyelerine, üst bilişsel farkındalıklarına ve
sanal gerçeklik yöntemine karşı olan tutumlarına etkisinin incelenmesi amaçlanmıştır.
Ön test – son test yarı deneysel modelin kullanıldığı çalışmada veriler, “Bilişsel Düzey
Belirleme Ölçeği”, “Üst Bilişsel Farkındalık Ölçeği” ve “Sanal Gerçeklik Tutum
Ölçeği” ile elde edilmiştir. Araştırmanın örneklem grubunu 2018-2019 eğitim öğretim
yılı Ordu ili Altınordu ilçesinde yer alan bir devlet okulunda 6.sınıfa devam etmekte
olan toplam 108 (1.deney grubu 36, 2.deney grubu 36, kontrol grubu 36) öğrenci
oluşturmaktadır. Deney gruplarının birinde sanal gerçeklik diğerinde animasyon
destekli öğretim uygulamaları kullanılmış, kontrol grubunda ise sadece fen bilimleri
öğretim programına dayalı öğretim yapılmıştır. SPSS 22 paket programı aracılığıyla,
çalışmadan elde edilen nicel verilere betimsel istatistik, Shapiro-Wilk, Kruskal Wallis
ve tek yönlü ANOVA analizleri uygulanarak tablolaştırılmıştır. Çalışmanın
sonucunda, sanal gerçeklik destekli öğretim uygulanan deney grubunda yer alan
öğrencilerin bilişsel düzeylerden uygulama alt düzeyinde elde ettiği puanların diğer iki
gruba göre anlamlı derecede yüksek olduğu belirlenmiştir. Yine sanal gerçeklik
materyali uygulanan öğrencilerin akademik başarıları diğer grupların arasında anlamlı
farklar oluştuğu sonucuna varılmıştır. Sanal gerçeklik uygulamasında yer alan
öğrencilerin bu teknolojiye karşı olumlu tutum geliştirdikleri gözlenmiştir. Elde edilen
sonuçlardan yola çıkarak bilgisayar destekli fen bilimleri uygulamalarına ilişkin
araştırmacılara ve uygulayıcılara yönelik önerilerde bulunulmuştur.,In this study, it is aimed to examine the effects of virtual reality supported science
education on the subject of “Nervous System” from the unit of “Controller and
Regulatory System” on 6th grade the students’ cognitive levels, meta cogntive
awareness and attitudes on virtual reality method. The data was obtained from
“Cognitive Level Assessment Scale”, “Meta Cogntive Awareness Scale” and “Virtual
Reality Attitude Scale” with pretest-posttest design. The sample of the study is 108 6th
grade students (1st experimental group 36, 2nd experimental group 36, control group
36) from a public school in Altınordu district from city of Ordu in 2018-2019
educational year. For the first experimental groups, the virtual reality method, for the
other experimental group, animation supported teaching applications and for the
control group, only science education based teaching were used. The quantitative data
gained from the study was tabulated through SPSS 22 package software by making
analysis of descriptive, Shapiro-Wilk, Kruskal Wallis and One Way ANOVA. As a
result, it is determined that the students from virtual reality experimental group had
significantly higher points than the other two groups in application sub level. It is
concluded that meaningful differences occured in academic achievement among the
students who were applied virtual reality material and the other groups. It is observed
that the students from virtual reality experimental group had positive attitudes toward
this technology. On the basis of data obtained from the study, some suggestions were
made for researchers and practitioners about computer supported science applications.
,In this study, it is aimed to examine the effects of virtual reality supported science
education on the subject of “Nervous System” from the unit of “Controller and
Regulatory System” on 6th grade the students’ cognitive levels, meta cogntive
awareness and attitudes on virtual reality method. The data was obtained from
“Cognitive Level Assessment Scale”, “Meta Cogntive Awareness Scale” and “Virtual
Reality Attitude Scale” with pretest-posttest design. The sample of the study is 108 6th
grade students (1st experimental group 36, 2nd experimental group 36, control group
36) from a public school in Altınordu district from city of Ordu in 2018-2019
educational year. For the first experimental groups, the virtual reality method, for the
other experimental group, animation supported teaching applications and for the
control group, only science education based teaching were used. The quantitative data
gained from the study was tabulated through SPSS 22 package software by making
analysis of descriptive, Shapiro-Wilk, Kruskal Wallis and One Way ANOVA. As a
result, it is determined that the students from virtual reality experimental group had
significantly higher points than the other two groups in application sub level. It is
concluded that meaningful differences occured in academic achievement among the
students who were applied virtual reality material and the other groups. It is observed
that the students from virtual reality experimental group had positive attitudes toward
this technology. On the basis of data obtained from the study, some suggestions were
made for researchers and practitioners about computer supported science applications.
