Ortaokul Fen Bilimleri Eğitiminde Sanal ve Karma Gerçeklik Teknolojisi Üzerine
Özet
Bu çalışma, ortaokul düzeyindeki fen bilimleri eğitiminde Sanal Gerçeklik (VR) ve Karma Gerçeklik (MR) teknolojilerinin öğrencilerin öğrenme çıktıları üzerindeki etkilerini inceleyen makaleleri derlemiştir. Araştırmada, Web of Science (WoS) veritabanında gerçekleştirilen taramalar sonucunda elde edilen 56 makale (2000- 2026 yılları arası) incelenmiş belirlenen dahil etme kriterlerini karşılayan 24 ampirik çalışma ise doküman analizi yöntemiyle değerlendirilerek içerik analizine tabi tutulmuştur. Bu derlemede bulgular, dört temel eksende sentezlenmiştir. VR uygulamalarının karmaşık fen olgularını somutlaştırarak bilişsel kazanımları ve kavramsal anlamayı artırdığı saptanmıştır. Bu teknolojilerin öğrencilerin motivasyonel ve duygusal katılımını dönüştürerek, geleneksel yöntemlerden daha yüksek ilgi ve eğlenme düzeyi sağladığı görülmüştür. Ayrıca, doğru pedagojik stratejilerle entegre edilen VR ortamlarının, öğrencilerin yansıtıcı düşünme becerilerini ve öz-yeterlik inançlarını güçlendirdiği tespit edilmiştir. Genel sonuç olarak, VR ve MR teknolojilerinin fen eğitiminde "deneyim yoluyla gerçeklik inşasını" destekleyen dinamik ekosistemler olduğu; ancak epistemolojik ve metafiziksel değişimleri inceleyen boylamsal çalışmalara ihtiyaç duyulduğu ortaya çıkmıştır.
This study compiles articles that examine the effects of Virtual Reality (VR) and Mixed Reality (MR) technologies on student learning outcomes in middle school science education. In the study, 56 articles (from 2000 to 2026) obtained through searches in the Web of Science (WoS) database were reviewed; 24 empirical studies that met the specified inclusion criteria were evaluated using document analysis and subjected to content analysis. The findings in this review were synthesized along four main axes. It was determined that VR applications enhance cognitive gains and conceptual understanding by concretizing complex scientific phenomena. It was observed that these technologies transform students’ motivational and emotional engagement, resulting in higher levels of interest and enjoyment compared to traditional methods. Furthermore, it was found that VR environments, when integrated with appropriate pedagogical strategies, strengthen students’ reflective thinking skills and self-efficacy beliefs. As a general conclusion, it emerged that VR and MR technologies constitute dynamic ecosystems that support “reality construction through experience” in science education; however, there is a need for longitudinal studies examining epistemological and metaphysical changes.
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