
G. AKSOY
2003). The questions asked by the researcher in order to reveal
students’ preknowledge on the subjects, answering the ques-
tions concerning the subjects and the contents of the animations,
class discussions held after the presentation of the animations
and repetition of the uncomprehended subjects, in addition to
the provision of the animations and simulations are among the
other reasons of how the students of the animation group was
more successful than the students of the control group. The
finding that the use animation technique brings along a consid-
erable difference in students’ achievements is in line with the
results of the previously conducted studies (Kelly & Jones,
2007; Rotbain, Marbach-Ad, & Stavy, 2008).
It was determined that, after completion of the teaching ac-
tivities both of the groups increased their academic achieve-
ment levels on the subjects included in the scope of the study in
terms of their AAT pre-test and AAT post-test point averages
(Table 3). The p values provided in the table for the 7th grade
science and technology course, “Human and Environment” unit,
indicate that the educative process were useful at high levels for
both of the groups. The Powerpoint presentations made in rela-
tion with the subject during the implementation of the tradi-
tional teaching methods can be shown as the reason how both
of the groups benefited from the process at such high levels.
The researcher’s utilization of Powerpoint during the course
enabled a planned and successive presentation of the subject,
drawing the students’ attention to the subjects, enhancing stu-
dents’ levels of perception, teaching the lesson more efficiently
and presentation of different information (Hakverdi-Can &
Dana, 2012; Para & Reis, 2009).
The techniques and methods that facilitate teaching the dif-
ficult subjects in science courses are frequently utilized in edu-
cation environments. In this study, animation technique and the
traditional teaching methods supported by PowerPoint presen-
tations were used in order to facilitate teaching and learning of
the subjects included in the “Human and Environment” unit. In
order to obtain more effective and efficient results from the
studies that will be conducted in the future with the animation
technique, particular attention should be paid for ensuring that
the animations are not distracting, suitable to the levels of the
students and easily accessible by the students. It is my belief
that, in future studies formation of data warehouses from where
animations and simulations can be readily applied to the sub-
jects to be taught by the researchers will affect education activi-
ties positively and that it will be useful to repeat the concept of
this present study on the social sciences course at primary edu-
cation level and on physics, biology, astronomy and geography
courses at middle school and high school levels.
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