The effect of digital narration activities on students entrepreneurship skills and attitudes towards the course in human rights, citizenshıp and democracy

This study aims to determine the effect of using digital stories in the Human Rights, Citizenship and Democracy courses on students' entrepreneurial skills and attitudes towards the course. In addition, it aims to determine students' views on digital narratives developed in the courses mentioned. In the 2018-2019 academic year, the research group consisted of the 44 students who attended the 4th grade in Hacı Hayriye Özsoy Elementary School, which is affiliated to the Ministry of National Education (MEB) and the central school of Afyonkarahisar. The students were divided into two groups, the experimental group which included 22 students, and the control group, which also contained 22 students. A mixed methodology is used in the study. In order to obtain quantitative data, semi-experimental design with pretest-posttest control group is used. In the research, Entrepreneurship Trends Inventory developed by Yurtseven and Ergün (2018) and the attitude scale towards the Human Rights Citizenship and Democracy course developed by Bozbek and Demir (2014) are used. Qualitative data were obtained from the researcher and student diaries kept during the research and from the semi-structured interview form developed by the researcher. The results of the research are as follows: It has been observed that digital storytelling practices have a positive effect on students' attitudes and entrepreneurship tendencies towards human rights citizenship and democracy. As a result of the applied human rights citizenship and democracy lesson attitude scale. It is concluded that there is a significant preference towards the experimental group in the scale, interest dimension and liking dimension. In the results of the entrepreneurship trends inventory, it is concluded that there is a significant difference in favor of the experimental group not only in the self-confidence factor, but also in the overall inventory, success factor, problem solving factor and innovation factor. In addition, the experimental group evaluated the digital storytelling practices with their opinions, and in line with these opinions, the students stated that they learned the topics better with digital storytelling practices, gained new skills and the process was very fun and enjoyable. In addition, it is observed that there were improvements in social relations among students at the end of the process.