Pre-service Physics Teachers Views on Designing and Developing Physics Digital Stories

serhat kocakaya, Ferit karakoyun, nihat kotluk


The aim of this study is to determine the pre-service physics teachers views on the effect of designing and developing physics digital stories (DST) on improving their 21st centuries skills. The study is a qualitative research carried out with 13 pre-service physics teachers, who participated in the course of designing and developing DST, during 6 weeks, at Yuzuncu Yil University, Turkey, in the spring term of 2013-2014 academic year. Data were collected using semi-structured interviews and were examined by descriptive analysis technique focusing on the themes. The major findings of the study are that they developed their many 21st century skills; such as ICT (information and communication technologies) skills, critical thinking, problem solving; planning, self-control, responsibility, production; communication, cooperation, and collaboration when creating their digital stories. Thus, to design and develop digital stories have a positive effect on pre-service physics teachers' skills, and improve many 21st century skills.


Digital storytelling; Educational technology; Critical thinking; 21st century skills.

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