Akdeniz, A. R. (2005). Science education. Ankara: Pegem Academy Publishing.

Aktas, E., & Yurt, S. U. (2017). Effects of digital story on academic achievement, learning motivation and retention among university students. International Journal of Higher Education, 6(1), 180-196.

Allport, G. W. (1935). Attitudes. In C. Murchison (Ed.), Handbook of Social Psychology (pp. 798-844). Worcester, MA: Clark University Press.

Alterio, M., & McDrury, J. (2003). Learning through storytelling in higher education: Using reflection and experience to improve learning. Routledge.

Aslan-Akan, F. G. (1994). The family factor in the success and failure of primary school students (Thesis Number: 30724). [Master’s thesis, Hacettepe University (Turkiye)]. Turkish Council of Higher Education Thesis Centre. https://tez.yok.gov.tr/UlusalTezMerkezi

Atilboz, N. G. (2004). High school freshmen’s understanding levels and misconceptions about mitosis and meiosis. Gazi University Journal of Gazi Educational Faculty, 24(3), 147-157. https://dergipark.org.tr/tr/pub/gefad

Aydogdu, B., Tatar, N., Yildiz, E., & Buldur, S. (2012). Development of a scientific process skills scale for primary school students. Journal of Theoretical Educational Science, 5(3), 292–311.

Ayvaci, H. S., & Durmus, A. (2016). A study on developing an achievement test: Validity and reliability research of the heat and temperature achievement test. Ondokuz Mayis University Journal of Faculty of Education, 35(1), 87–102.

Barrett, H. C. (2006, March). Researching and evaluating digital storytelling as a deep learning tool. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 647–654). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Bhatt, I. (2012). Digital literacy practices and their layered multiplicity: A multilayered approach to meaning-making. Educational Media International, 49(4), 289–301. https://doi.org/10.1080/09523987.2012.741199

Bilen, K., Hostut, M., & Buyukcengiz, M. (2019). The effect of the digital storytelling method in science education on academic achievement, attitudes, and motivations of secondary school students. Pedagogical Research, 4(3), 1–12. https://doi.org/10.29333/pr/5835

Bilici, S. (2021). The effect of the digital storytelling method on middle school students’ critical thinking tendencies and collaborative learning skills (Thesis Number: 589326). [Master’s thesis, Gazi University (Turkiye)]. Turkish Council of Higher Education Thesis Centre. https://tez.yok.gov.tr/UlusalTezMerkezi

Bingol, A., & Halisdemir, N. (2017). Developing an academic achievement test for university students on basic information technologies course. The Journal of Academic Social Science Studies, 54, 541–554.

Bozkurt, O., & Aydogdu, M. (2009). A comparison of the effects of instruction based on the Dunn and Dunn learning style model and traditional teaching methods on 6th grade science students’ academic achievement levels and attitudes. Elementary Education Online, 8(3), 1–14.

Bull, G., & Kajder, S. (2004). Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32(4), 46-49.

Burmark, L. (2004). Visual presentations that prompt, flash & transform: Here are some great ways to have more visually interesting class sessions. Media and Methods, 40, 4-5.

Buyukcengiz, M. (2017). The effect of digital storytelling method on elementary school students'academic successes, scientific process skills, and attitudes towards the course in the context of science course (Thesis Number: 471776). [Master’s thesis, Akdeniz University (Turkiye)]. Turkish Council of Higher Education Thesis Centre. https://tez.yok.gov.tr/UlusalTezMerkezi

Buyukozturk, S., Cokluk, O., & Koklu, N. (2019). Statistics for social sciences (Revised edition). Ankara: Pegem Academy Publishing.

Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Demirel, F., & Demirel, F. (2014). Scientific research methods (Revised edition). Ankara: Pegem Academy Publishing.

Can, A. (2016). Quantitative data analysis in the scientific research process with SPSS. Ankara: Pegem Academy Publishing.

Cepni, S., Bacanak, A. & Kucuk, M. (2003). Changing values in the goals of science education: Science-technology-society. Journal of Values Education, 1(4), 7-29.

Cetin, S. (2006). The development of the attitude scale toward the teaching profession (Validity and reliability study). Gazi University Journal of Faculty of Industrial Arts Education, 18, 28–37.

Chung, S. K. (2007). Art education technology: Digital storytelling. Art Education, 60(2), 17–22.

Cigerci, F. M. (2015). The use of digital stories to develop listening skills in the elementary school fourth grade Turkish course (Thesis Number: 415878). [Doctoral thesis, Anadolu University (Turkiye)]. Turkish Council of Higher Education Thesis Centre. https://tez.yok.gov.tr/UlusalTezMerkezi

Demirbas, I., & Sahin, A. (2022). The Effect of Digital Stories on Primary School Students' Listening Comprehension Skills. Participatory Educational Research, 9(6), 380-397.

Deve, F., & Kucuk, M. (2016). The Effect of History of Science-Based Light Unit on the 7th Grade Students' Nature of Science Views. Turkish Journal of Teacher Education, 5(1), 1-25. https://tujted.com/

Dexter, S. L., Anderson, R. E., & Becker, H. J. (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31(3), 221-239.

Dincer, A., Yesilyurt, S., Noels, K. A., & Vargas Lascano, D. I. (2019). Self-determination and classroom engagement of EFL learners: A mixed-methods study of the self-system model of motivational development. Sage Open, 9(2), 2158244019853913.

Dogruoz, P. (1998). Effect of science process skill–oriented lessons on understanding of fluid force concepts (Thesis Number: 76029). [Master’s thesis, Middle East Technical University (Turkiye)]. Turkish Council of Higher Education Thesis Centre. https://tez.yok.gov.tr/UlusalTezMerkezi

Dokme, I. (2005). Evaluation of the 6th grade science textbook of the Ministry of National Education in terms of scientific process skills. Elementary Education Online, 4(1), 7–17.

Elliot, J. (1991). Action research for educational change. McGraw-Hill Education (UK).

Erkus, A. (2003). Writings on psychometrics. Turkish Psychological Association Publications, 1st Edition, Ankara, 57–72.

Ersoz, B., & Arikan, I. (2024). The effect of digital story use on academic achievement: A meta-synthesis study. Journal of Nizip Education Faculty, 1(2), 74–84. https://dergipark.org.tr/tr/pub/nefad

George, D. & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 Update, (10th Edt.), Boston: Pearson.

Gulmez Gungormez, H. & Akgun, A. (2018). The study of developing an academic success test aimed at the unit “force and energy” for secondary school learners in science courses. Diyalektolog International Journal of Social Sciences, 18, 85-99. https://diyalektolog.com/

Gunes, H., & Gunes, T. (2005). Difficulties and reasons for understanding biology topics among primary school students. Kırşehir Faculty of Education Journal, 6(2), 169–175.

Gyabak, K., & Godina, H. (2011). Digital storytelling in Bhutan: A qualitative examination of new media tools used to bridge the digital divide in a rural community school. Computers & Education, 57(4), 2236-2243.

Harris, A. (2005). Teacher leadership: More than just a feel-good factor? Leadership and Policy in Schools, 4(3), 201-219.

Heo, M. (2009). Digital storytelling: An empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology. Journal of Educational Multimedia and Hypermedia, 18(4), 405-428.

Kahraman, O. (2013). The effect of using teaching materials prepared by digital storytelling method at engagement phase of learning cycle on physics course achievement and motivation level. (Thesis Number: 352043). [Doctoral thesis, Balikesir University (Turkiye)]. Turkish Council of Higher Education Thesis Centre. https://tez.yok.gov.tr/UlusalTezMerkezi

Karabulut, H., Gokce, H., & Sahbaz, E. (2024). The effect of digital story use in science course on 5th grade students’ critical thinking skills. Fen Bilimleri Öğretimi Dergisi, 12(2), 278–294. https://dergipark.org.tr/tr/pub/fbod

Karakoyun, F. (2014). An investigation of prospective teachers’ and primary school students’ views on digital storytelling activities created in an online environment (Thesis Number: 361705). [Doctoral dissertation, Anadolu University (Turkiye)]. Turkish Council of Higher Education Thesis Centre. https://tez.yok.gov.tr/UlusalTezMerkezi

Karslı, G., Karamustafaoğlu, S., & Kurt, M. (2019). Achievement test for the 7th grade "Cell and Division" unit in the renewed science curriculum: Validity and reliability. Fen Bilimleri Öğretimi Dergisi, 7(1), 68–98. https://dergipark.org.tr/tr/pub/fbod

Kasap, B., & Say, S. (2023). The effect of using digital storytelling in science teaching on students’ attitudes toward science course, digital literacy levels, and critical thinking skills. International Journal of New Approaches in Social Studies, 7(1), 84–96.

Kececi, G., & Kırbag Zengin, F. (2015). The effect of inquiry-based learning environments on pre-service science teachers’ science process skills and attitudes toward science teaching. Journal of Education and Practice, 6(32), 117-122. https://files.eric.ed.gov/fulltext/EJ1083552.pdf

Kose, S., Ayas, A., & Tas, E. (2003). The effect of computer-assisted instruction on misconceptions: Photosynthesis. Pamukkale University Journal of Education, 2(14), 106–112.

Koseoglu, F., Atasoy, B., Kavak, N., Akkus, H., Budak, E., Tümay, H., Kadayifci, H., & Tasdelen, U. (2003). What should a science textbook be like for a constructivist learning environment? Ankara: Asil Publishing.

Kotluk, N., & Kocakaya, S. (2015). Digital storytelling in the development of 21st century skills: An examination of secondary school students’ views. Journal of Research in Education and Teaching, 4(2), 354–363. http://www.jret.org/

Kucuk, A., & Yildirim, N. (2020). The Effect of Out-of-School Learning Activities on 5th Grade Students’ Science, Technology, Society and Environment Views. Turkish Journal of Teacher Education, 9(1), 37-63. https://tujted.com/

Kucuk, M. (2008). Improving preservice elementary teachers' views of the nature of science using explicit-reflective teaching in a science, technology and society course. Australian Journal of Teacher Education, 33(2), 16-40. http://dx.doi.org/10.14221/ajte.2008v33n2.1

Kucuk, M., & Cepni, S. (2005). Implementation of an action research course program for science teachers: A case for Turkey. The Qualitative Report, 10(2), 190-207. http://www.nova.edu/ssss/QR/QR10-2/kucuk.pdf

Maier, R. B., & Fisher, M. (2006). Strategies for digital storytelling via tabletop video: Building decision making skills in middle school students in marginalized communities. Journal of Educational Technology Systems, 35(2), 175-192.

Malita, L., & Martin, C. (2010). Digital storytelling as web passport to success in the 21st century. Procedia-Social and Behavioral Sciences, 2(2), 3060–3064.

Mangal, K. (2020). The effect of digital storytelling activities in the human rights, citizenship, and democracy course on students’ entrepreneurship skills and attitudes toward the course (Thesis Number: 634203). [Master’s thesis, Afyon Kocatepe University (Turkiye)]. Turkish Council of Higher Education Thesis Centre. https://tez.yok.gov.tr/UlusalTezMerkezi

McNiff, J., & Whitehead, J. (2005, September). Teachers as educational theorists: transforming epistemological hegemonies. In BERA Conference, Glamorgan. Retrieved April (Vol. 25, p. 2007).

Mello, R. (2001). The power of storytelling: How oral narrative influences children’s relationships in classrooms. International Journal of Education & the Arts, 2(1), 1–15.

MoNE (Ministry of National Education) (2018). Science course curriculum. Ankara: Ministry of National Education

Ohler, J. (2008). The semantic web in education. EDUCAUSE Quarterly, 31(4), 7–9.

Ortakuz, Y. (2006). The effect of inquiry-based learning on students’ ability to establish the relationship between science, technology, society, and environment (Thesis Number: 191594). [Master’s thesis, Marmara University (Turkiye)]. Turkish Council of Higher Education Thesis Centre. https://tez.yok.gov.tr/UlusalTezMerkezi

Pieterse, G., & Quilling, R. (2011). The impact of digital storytelling on trait Emotional Intelligence (EI) amongst adolescents in South Africa–a case study. Procedia-Social and Behavioral Sciences, 28, 156–163.

Robin, B. (2006, March). The educational uses of digital storytelling. In Society for information technology & teacher education international conference (pp. 709–716). Association for the Advancement of Computing in Education (AACE).

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220–228.

Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17–29.

Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487-506.

Sevim, S. (2013). An evaluation of micro-teaching practices from the perspective of pre-service teachers. The Dicle University Journal of Ziya Gökalp Education Faculty, (21), 303–313.

Sevim, S., & Ayvaci, H. S. (2016). The effect of web-based instruction on the science and technology course. Journal of Bayburt Education Faculty, 7(2), 1–19.

Sevim, S., & Denizhan, I. (2025). The effect of digital storytelling on Turkish middle school students' academic achievement and 21st century skills. In M. Küçük (Ed.), International research in science education III (pp. 93–130). Ankara: Eğitim Publishing.

Simkins, M., Cole, K., Tavalin, F., & Means, B. (2002). Increasing student learning through multimedia projects. Virginia: ASCD Books, USA.

Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1, 1–21.

Sontay, G., & Karamustafaoglu, S. (2017). Developing an achievement test for the 5th grade science unit “The mystery of the earth’s crust”. Fen Bilimleri Öğretim Dergisi, 5(1), 62–86. https://dergipark.org.tr/tr/pub/fbod

Tatar, N., & Kuru, M. (2006). The effect of the inquiry-based learning approach on academic achievement in science education. Hacettepe University Journal of Education, 31(31), 147–158.

Turgut, G., & Kisla, T. (2015). Computer-assisted storytelling method: A literature review. Turkish Online Journal of Qualitative Inquiry, 6(2), 97–121.

Ulu, H. (2021). Trends in digital storytelling studies in Turkey. Journal of Educational Technology Theory and Practice, 11(2), 256–280.

Ulum, E., & Ercan Yalman, F. (2020). 7th graders’ experiences in preparing digital stories on science issues. International Journal of Educational Spectrum, 2(1), 1-24.

Unal, G., & Ergin, O. (2006). Buluş yoluyla fen öğretiminin öğrencilerin akademik başarılarına, öğrenme yaklaşımlarına ve tutumlarına etkisi. Journal of Turkish Science Education, 3(1), 36-52. http://www.tused.org

Uyanik, G. (2023). Misconceptions in science education. In New approaches in mathematics and science education 2023-III (p. 27).

van Gils, F. (2005, June). Potential applications of digital storytelling in education. In 3rd Twente Student Conference on IT. University of Twente, Enschede, The Netherlands

Yılmaz, Y., Ustundag, M. T., & Gunes, E. (2017). Examination of the stages and tools of developing digital stories as instructional materials. Abant İzzet Baysal University Journal of Faculty of Education, 17(3), 1621–1640.

Zengin, O., & Kucuk, M. (2018). Analysis of the Self-Life Stories of Scientists in the Curious Mind Book. Turkish Journal of Teacher Education, 7(2), 87-101. https://tujted.com/