Akademik Veri Yönetim Sistemi
SCIENCE EDUCATION INTERNATIONAL, cilt.36, sa.4, ss.441-450, 2025 (Scopus)
This action research study explores how digital tools can enrich elementary school science lessons, with particular attention to student voices in shaping the learning experience. Conducted over a 3-week period in a private international elementary school, the study integrated videos, animations, 2D and 3D simulations, and gamified applications across different instructional phases. Multiple data sources- including teacher reflection journals, observation protocols, student questionnaires, focus group interviews, and validity committee records, were analyzed through thematic analysis. Students’ voices highlighted that digital tools made science learning more enjoyable, increased their engagement, and supported their understanding of scientific concepts. Classroom observations, however, indicated challenges such as limited instructional time, technology-related distractions, and the risk of overusing certain tools. To address these issues, the teacher implemented strategies such as aligning tools with specific learning objectives, creating structured integration plans, and selecting cognitively demanding tasks. By combining students’ voices with authentic classroom observations, this study contributes to the literature on digital tool use in science education and offers practical implications for teachers and policymakers aiming to make elementary science lessons more engaging and meaningful.