The effect of digital story-supperted case-based learning environments on science learning

One of the important goals of science education is to contribute to connect knowledge and skills acquired in learning environment to real life situations and learners' abilities to transfer the knowledge to real life. For this reason, an approach based on using of cases that reflect real-life situations in the learning environment that called case-based learning in the literature has become the foreground. At this point, the presentation styles of the cases are gaining importance both for attracting students' attentions and also other phases of the implementation. In this study, it is proposed that use digital stories which are created by use of multimedia tools, such as digital pictures, graphics, audio, music, and video for presentation of cases. The aim of this study is to determine the effect of digital story-supported case-based learning approach on the learning "Pressure" in 7th grade. In this context, the study focused on science students' achievement, motivation towards science learning. In addition, students' opinions were determined to reflect the process. The study sample consisted of 42 students in seventh-grade science classes in Kula/Manisa, Turkey. The model of the study is the quasi-experimental design. According to the results of the analysis, it was determined that the academic achievement of the experimental group students were significantly increased compared to the control group students. There was no statistical difference between the experimental group and the control group students in terms of motivation towards science learning. However, it was found that the motivation of female students was statistically higher than male students in the experimental group. Findings also showed that most students have a positive view use of the digital story-supported case-based learning approach in science course.