Research article | Open Access
Turkish Journal of Teacher Education 2025, Vol. 14(1) 51-68
The Effect of Digital Storytelling on Students’ Scientific Process Skills and Their Attitudes Towards the Course
pp. 51 - 68
Publish Date: June 30, 2025 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
In this study, we examined the effect of the digital storytelling method on 7th-grade students’ scientific process skills and their attitudes toward the science course within the context of the “Cells and Cell Division” unit. The research was conducted using an action research design, with a sample consisting of gifted students divided into experimental and control groups. With the students in the experimental group, we produced digital stories using Adobe Character Animator software. During this process, students were asked to write scientifically grounded scripts based on the “Cells and Cell Division” topic and design appropriate characters and scenes. Then, they voiced the characters they had created, recorded their dialogues, and used features such as facial expression tracking, motion detection, and lip synchronization offered by the software to generate their digital stories. In contrast, the students in the control group were taught the same topic using traditional, teacher-centered instructional methods, based on the content and learning outcomes specified in the Ministry of National Education’s curriculum. At the end of the implementation, the “Scientific Process Skills Test” and the “Science Attitude Scale” were administered to determine the impact of the intervention. Our research findings revealed that the digital storytelling method had a statistically significant and positive effect on both the students’ scientific process skills and their attitudes toward science. Post-test scores of students in the experimental group were significantly higher than those of their peers in the control group. Effect size values were calculated to be high for both variables, providing quantitative support for the substantial impact of digital storytelling on learning outcomes. Throughout the digital storytelling process, we observed that students actively participated in tasks such as scriptwriting, character design, voice acting, and animation, acting as content creators.
Keywords: Digital Storytelling, Science Education, Cells and Cell Division, Technology Use in Education, Scientific Process Skills
APA 7th edition
Sevim, S., & Denizhan, I. (2025). The Effect of Digital Storytelling on Students’ Scientific Process Skills and Their Attitudes Towards the Course. Turkish Journal of Teacher Education, 14(1), 51-68.
Harvard
Sevim, S. and Denizhan, I. (2025). The Effect of Digital Storytelling on Students’ Scientific Process Skills and Their Attitudes Towards the Course. Turkish Journal of Teacher Education, 14(1), pp. 51-68.
Chicago 16th edition
Sevim, Serkan and Irmak Denizhan (2025). "The Effect of Digital Storytelling on Students’ Scientific Process Skills and Their Attitudes Towards the Course". Turkish Journal of Teacher Education 14 (1):51-68.
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