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    A rollercoaster STEM activity involving virtual reality
    (Routledge Journals, Taylor & Francis Ltd, 2024) Kizilay, Esra; Onal, Nagihan Tanik; Kirmizigul, Asli Saylan
    This study presents a rollercoaster activity including virtual reality and following the six-steps engineering design process. In the study, a real-life problem involving a rollercoaster accident was given to 12 pre-service science teachers first. The participants were then asked to imagine, plan, create, and test a rollercoaster without an impulsion or braking system that could prevent this kind of accident. The pre-service teachers worked in groups to design their rollercoaster in three 50-minute sessions. After designing their rollercoasters, the pre-service teachers were shown a rollercoaster video with VR glasses so that they could test their designs by noticing the faulty parts. After they improved their designs, each rollercoaster was evaluated by the researchers using the rubric. The activity is critical in providing pre-service science teachers with an example of integrating the STEM approach into their lessons and incorporating virtual reality in STEM education. The activity also can help students become entrepreneurial thinkers and understand how science is connected to other disciplines such as technology, mathematics, or engineering. The activity can also help students develop 21st-century skills such as collaboration, critical thinking, creativity, problem-solving, and analytical thinking.
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    Nomophobia: I Can Not Live without My Smartphone!
    (Fac Teacher Education, 2020) Onal, Nezih; Onal, Nagihan Tanik
    The aim of this study is to examine high school students' use of smartphones and their nomophobia levels. This research was designed using one of the mixed research methods, the Explanatory Mixed Method, with the combined use of both quantitative and qualitative paradigms. Nomophobia Scale was used to collect the quantitative data of the research study 767 students from two different high schools in Nigde in Turkey participated in the research. The qualitative data were obtained from the semi-structured interviews held with 19 high school students selected from the above mentioned participants. Descriptive and explanatory statistics were used to analyse the quantitative data whereas the qualitative data were processed with the use of content analysis. The results of the study showed that high school students were nomophobic at a moderate level, and anxious about not being able to access information, losing connectedness, not being able to communicate, and giving up convenience. Moreover, it was found in the study that the participants' nomophobia levels varied significantly with regards to gender, self-reported time spent on the phone per day, grade level and duration of smartphone ownership The participants' motivations for using smartphones were listed as communication, keeping in touch, social media and hobby. In this regard, we can recommend further investigation into psychological reasons underlying nomophobia, restrictions of students' daily use of smartphones and undertaking some measures such as implementation of awareness raising activities regarding nomophobia in schools and social life.
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    The effect of augmented reality on the astronomy achievement and interest level of gifted students
    (Springer, 2021) Onal, Nagihan Tanik; Onal, Nezih
    The purpose of the current study was to determine the effect of teaching astronomy through augmented reality (AR) on the achievement and interest level of gifted students and their opinions about AR applications. The current study was conducted in line with the explanatory sequential mixed-methods design. The study group of the current research was comprised of 51 gifted students (26 in the control group and 25 in the experimental group) attending a Science and Arts Centre (BILSEM). In the application process, the astronomy teaching activities supported with AR were used in the experimental group while the astronomy teaching activities suggested in the official science curriculum of the middle school 7th grade were used. The data of the study were collected by using an Astronomy Achievement Test and the Scale of Interest in Astronomy as a pretest and posttest and an AR Interview form administered only to the experimental group students at the end of the application. The statistical analyses of the quantitative data revealed that before the experimental application, the experimental and control groups were equal in terms of astronomy achievement and interest in astronomy. After the completion of the application, however, significant differences were found for both the experimental and control groups in favor of the posttest. Moreover, significant differences were also found in the posttest in favor of the experimental group in terms of both astronomy achievement and interest in astronomy. In other words, AR-supported astronomy teaching activities positively affected the experimental group students' astronomy achievement and interest in astronomy. Furthermore, the experimental group students expressed many positive opinions about the AR applications within the categories of technical features and cognitive and affective features. The experimental group students wanted the use of AR applications in the teaching of other science subjects and other courses.