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Qualitative research was conducted with 13 pre-service teachers enrolled in a six-week DST design and development course at Yuzuncu Yı l University, Turkey (spring term, 2013-2014). Semi-structured interviews were analyzed via descriptive thematic analysis. Findings indicate that participants enhanced ICT skills, critical thinking, problem solving, planning, self-control, responsibility, and collaborative communication while producing digital stories.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pre-service-physics-teachers-views-on-designing-and-developing-physics-digital-stories/600753/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pre-service-physics-teachers-views-on-designing-and-developing-physics-digital-stories/600753.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the aim of the study on physics digital stories (DST)?","Question",{"text":112,"@type":113},"The study determines pre-service physics teachers' views on how designing and developing physics digital stories affects their 21st-century skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and what data were used?",{"text":117,"@type":113},"A qualitative study involved 13 pre-service physics teachers over six weeks. Data were collected using semi-structured interviews and examined through descriptive analysis focusing on themes.",{"name":119,"@type":110,"acceptedAnswer":120},"What skills were reported to improve when teachers created digital stories?",{"text":121,"@type":113},"Participants reported development of many 21st-century skills, including ICT skills, critical thinking, problem solving, planning, self-control, responsibility, communication, and collaboration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600753,1792165776,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Pre-service Physics Teachers' Views on Designing and Developing  \nPhysics Digital Stories  \nSerhat Kocakaya  \n[skocakaya@gmail.com](skocakaya@gmail.com)  \nYuzuncu Yı l University  \nNihat Kotluk  \n[nihatkotluk@gmail.com](nihatkotluk@gmail.com)  \nYuzuncu Yı l University  \nFerit Karakoyun  \n[fkarakoyun@dicle.edu.tr](fkarakoyun@dicle.edu.tr)  \nDicle University  \nAbstract  \nThe aim of this study is to determine the pre-service physics teachers' views on the effect of designing and developing physics digital stories (DST) on improving their 21st century skills . The study is a qualitative research carried out with 13 pre-service physics teachers, who participated in the course of designing and developing DST, during 6 weeks, at Yuzuncu Yı l University, Turkey, in the spring term of 2013-2014 academic year . Data were collected using semi-structured interviews and were examined by descriptive analysis technique focusing on the themes . The major findings of the study are that they developed their many 21st century skills; such as ICT (information and communication technologies) skills, critical thinking, problem solving; planning, self-control, responsibility, production; communication, cooperation, and collaboration when creating their digital stories . Thus, to design and develop digital stories have a positive effect on pre-service physics teachers' skills, and improve many 21st century skills .  \nKeywords  \nDigital storytelling; Educational technology; Critical thinking; 21st century skills .  \nS. Kocakaya, N. Kotluk, F. Karakoyun 106 Digital Education Review-Number 30, December 2016-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \nI. Introduction  \nTechnology and communication is changing both the way we learn and the way we teach. Banaszewski (2005) pointed out that educational technologies have progressively taken place in the education and instruction environment. Considering today's technological means as well as opportunities that individuals have, it is clear that there is a need to use methods in education that enable individuals to construct the knowledge and to use information, and communication technology in the class . One of these methods may be digital storytelling which has been practiced in many educational systems . Numerous studies have shown that DST has become widespread in the classroom setting and in various fields of study and DST has the potential to facilitate teaching and learning in the classroom and the DST generates a number of substantial techno-educational benefits and it appears to be an appropriate and effective method with today's technological development (Xu, Park, & Baek, 2011; Razmi, Pourali, & Nozad, 2014; Yang & Wu, 2012) . The reasons why DST is an effective method are that; a) learners take active responsibility for their learning via designing and developing DST (Menezes, 2012), b) DST has the potential to engage students in learner-centered activities (Hayes, 2011), c) learners gained technological skills during the production of DST (Chigona, 2013), according to Robin (2008), d) DST can promote multiple skills; such as digital literacy (communicate with anever-expanding community, to discuss issues, gather information, and seek help), global literacy (read, interpret, respond, and contextualize messages from a global perspective), technological literacy (use computers and other technology to improve learning, productivity and performance), visual literacy (understand, produce and communicate through visual images) and, information literacy (find, evaluate, and synthesize information) . e) DST has the potential to encourage voice/selfexpression (Botturi, Bramani & Corbino, 2012), f) DST has the potential to motivate and engage learners (Dogan & Robin 2008; Figg and McCartney, 2010), g) DST encourages deep reflection (Sylvester & Greenidge, 2009) and h) DST can help build the 21st century skills that learner will need to succeed in school and eventually in the modern workforce and ","cbCaiixAFw3xg42v","https://ap.wps.com/l/cbCaiixAFw3xg42v","pdf",436265,17,"English","# Introduction\n## Technology and communication in education\n## Digital storytelling (DST) overview\n## Definitions and key elements of DST","[{\"question\":\"What is the aim of the study on physics digital stories (DST)?\",\"answer\":\"The study determines pre-service physics teachers' views on how designing and developing physics digital stories affects their 21st-century skills.\"},{\"question\":\"How was the research conducted and what data were used?\",\"answer\":\"A qualitative study involved 13 pre-service physics teachers over six weeks. Data were collected using semi-structured interviews and examined through descriptive analysis focusing on themes.\"},{\"question\":\"What skills were reported to improve when teachers created digital stories?\",\"answer\":\"Participants reported development of many 21st-century skills, including ICT skills, critical thinking, problem solving, planning, self-control, responsibility, communication, and collaboration.\"}]","Pre-service Physics Teachers' Views on Designing and Developing Physics Digital Stories | PDF",1792091316,43]