Developing mobile augmented reality practices for the social studies teaching program with the teachers: A action research

Purpose of the research; The aim is to restructure the textbook for the social studies curriculum by designing Mobile Augmented Reality activities and to determine the effects of the augmented reality teaching carried out by making these activities mobile applications and to determine their opinions on the subject. Accordingly, the 7th grade social studies textbook was restructured with the participant group during the research study. For this purpose, a total of 46 teacher candidates, 25 female and 21 male, studying in the social studies education department of a state university in the spring semester of the 2018-2019 academic year constitute the participant group of the study. The study was carried out as an action research. During the data collection phase; Data were obtained through focus group interviews, researcher diaries, observations, technology integration self-efficacy scale, graded scoring keys and semantic differences scale. The research was carried out for 14 weeks covering an academic term. When the data is analyzed, in the qualitative dimension of the research; Content analysis method was used for the analysis of focus group interview data. The findings regarding qualitative dimension were obtained by providing the necessary confirmations with the researcher's diaries and observation notes. In the analysis of the quantitative data of the research; Technology Integration Self-Efficacy Scale was applied to the participants as a pre-test and a post-test, and a t-test was conducted at the analysis stage. The performance products of the students were evaluated with the Rubric and comparative analysis was made by considering the group and all participants. In the Semantic Differences Scale, it was aimed to reveal the emotional attitudes of the participants about the study by performing percentage and frequency analysis. Some results were obtained from the findings evaluated within the scope of the research. As a result: It was determined that the readiness levels of the participants to perform MAR activities and their technological information infrastructure were insufficient. Therefore, they found the AR applications difficult, complicated, demanding and costly in terms of time. On the other hand, they interpreted the program as facilitating, understandable, usable in different areas and functional. Using AR on mobile devices as a result of the opinions obtained from the participants; It has been found that it will provide ease of access and active participation, increase interest and improve perception. Using MAR in education; It has been found that it is concretizing, will increase academic success, provide permanent learning and support collaborative learning. MAR's for the student; It has been obtained the opinions that it is enjoyable, stimulating, encouraging, developing, facilitating learning and breaking negative perceptions towards the lesson. MAR's for the educator; It has been concluded that it is professionally a teacher developer, increases productivity, supports personal and informational equipment, improves creativity, is pleasurable, motivates the educator and helps the teacher stay social. On the other hand, students stated that this technology can be used in many teaching areas. When the MAR studies of the participants were evaluated, they generally produced "qualified" products. As a result, it can be said that MAR activities can be taught to prospective teachers and creative products can be obtained. On the other hand, it was understood that no significant difference emerged as a result of the pre-test and post-test of the participant group. They described it as fun, difficult, complex, unusual, innovative, confusing and tiring.