Akademik Veri Yönetim Sistemi
11th International Artemis Scientific Research Congress, Bucuresti, Romanya, 27 - 28 Şubat 2025, ss.375-394, (Tam Metin Bildiri)
The aim of this study is to examine YouTube lesson videos related to the learning outcomes in the “Sound and Its Properties” unit of the science curriculum from the perspective of the theory of didactic transposition. A qualitative research method - video-based analysis - was employed in line with this objective. Two specific learning outcomes from the “Sound and Its Properties” unit were selected as the basis for scholarly knowledge, and six YouTube videos (K1- K6) were analyzed. The selection of YouTube channels was based on students’ viewing preferences, as determined by the number of views and likes. The analysis focused on how these channels present information, the examples provided to illustrate the content, the visuals used, the integration of concepts into everyday life, the animations incorporated, and the connection between the visuals and the topic. Additionally, the study examined the questions posed at the end of the videos to reinforce the subject matter and their relevance to the topic and overall explanation. Regarding the propagation of sound, the analysis revealed that while the same information was presented, different examples were used. However, two of the examined YouTube channels did not include information on this topic. Despite covering the same content, variations in the examples used were observed, and even when similar examples were present, the accompanying visuals differed. Furthermore, it was determined that one of the channels relied on a single visual throughout its explanation, and the low video resolution negatively impacted the viewing experience and knowledge acquisition. The analysis of the selected YouTube channels highlighted several key factors influencing audience engagement, including video duration, examples used, types of questions and solutions provided, and teaching techniques (language, visuals, animations, and resolution). A channel-based analysis indicated that from K1 to K6, different instructional strategies, visual aids, and animation supports contributed to improved comprehension and increased student interest. Additionally, an evaluation of sample question solutions used for reinforcement after the lesson showed that K1 only provided explanations without examples, while K2, K3, K5, and K6 incorporated various sample questions and activities. Notably, only K4 utilized a mind map at the end of the video to review and reinforce the information presented. The study also found that the videos primarily included experimental examples and visuals instead of presenting direct information on how sound is perceived differently in various environments. Across different channels, a variety of experimental approaches (e.g., using water, air, and gaseous environments, as well as animations and visual representations) were employed to enhance topic comprehension. Regarding the learning outcome "Discover through experimentation that sounds are perceived differently when the sound source changes," it was observed that K2 and K6 did not provide clear, example-based explanations. In contrast, K1, K3, K4, and K5 illustrated the concept using concrete examples such as guitars, baglamas, objects made of different materials, and various musical instruments. Despite addressing the same learning outcome, the diversity of examples and the selection of visuals distinguished each video. Based on the findings, recommendations were made for educators preparing instructional videos on YouTube.
Keywords: YouTube Lesson Videos, Sound Propagation, Theory of Didactic Transposition