Yazar "Ozcakir, Bilal" seçeneğine göre listele

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    A needs analysis study for the development of augmented reality applications in science and mathematics teaching for individuals with special educational needs
    (Springer, 2024) Islim, Omer Faruk; Ozcakir, Bilal; Ozkubat, Ufuk; Sanir, Hanifi; Sevim-Cirak, Nese; Solmaz, Ebru; Uluay, Gulsah
    AR technology is utilized in several disciplines at various educational levels, from primary to higher education. It is evident that AR technology has been investigated by addressing numerous subtopics related to individuals at different levels of science and mathematics education within the field of special education. Since emerging evidence indicates that the implementation of this technology has a positive impact on students' acquisition of academic skills, it could be argued that more effort is required to develop and implement AR applications for students with cognitive challenges. This study aims to identify the areas of science and mathematics where secondary school students with SEN encounter learning difficulties by conducting a needs analysis with special education professionals. The purposive sampling method was employed for this study, and a total of 150 teachers were interviewed. The findings indicate that science teachers struggle to teach students with learning disabilities, particularly in subjects requiring abstract thinking and physics. In addition to science classes, teachers stated that they encountered difficulties when teaching certain mathematics subjects, such as the four operations, fraction problem-solving, and geometric shapes, to students with learning difficulties. Finally, teachers also suggested that augmented reality applications should be implemented for mathematics topics like problem-solving, fractions, geometry, ratio, and proportion.
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    Öğe
    Fostering spatial abilities of middle school students through augmented reality: Spatial strategies
    (Springer, 2022) Ozcakir, Bilal; Cakiroglu, Erdinc
    In school mathematics, representations of solid figures and three-dimensional geometric objects generally rely on two-dimensional projective representation modes on students' textbooks. In learning environments, these representation modes create a kind of cognitive filter, which prevents students with low spatial ability to comprehend and envision three-dimensional objects. Studies showed that spatial ability could be improved by means of suitable concrete models and computer created models in learning settings. Thus, fostering students' spatial ability helps to overcome and eliminate negative effects of this cognitive filter. However, some studies suggest that this cognitive filter may even occur while working with computer created objects since computers generally rely on two-dimensional digitizer panels on screen technology. On the other hand, augmented reality interface allows a new way of learning environment which could help to overcome this cognitive filter by providing unique representation modes and opportunities to foster students' spatial ability. In this study, an intervention with an augmented reality interface to foster students' spatial understandings were reported in terms students' invented strategies for spatial concepts. In this sense, eight seventh graders worked on spatial tasks with an augmented reality interface in learning settings. Findings revealed that while proceeding on spatial tasks, students could invent, use and modify spatial strategies. Moreover, students' spatial understanding was fostered as they progressed on tasks with the designed augmented reality interface. This study is a part of an educational design research which was focused on design and development a proper augmented reality tool to foster spatial ability of students. As a result of this study, with the help of combination of augmented reality interface and spatial tasks, teachers will be provided with a new tool to visualize mathematical concepts and students could be supported with this new tool as a new learning material.