Pandemi Sürecinde Uzaktan Eğitime Yönelik Sınıf Öğretmenlerinin Görüşlerinin İncelenmesi

Teachers' Opinions on the Application, Methods and Techniques Used in the Process of Distance Education

“…Studies have concluded that some teachers have difficulty in adapting the educational technologies they use to the course process and may have difficulty in creating an efficient course environment by integrating teaching methods and techniques with technological applications (Erbil, Demir & Erbil, 2021). Data obtained in our study showed that although teachers did not make such a statement directly, they shared that distance education applications do not replace the advantages of face-to-face education and that there may be difficulties in reaching all students.…”

“…There are also similar studies in which teachers' opinions on the need to support teachers with in-service trainings were obtained. Erbil, Demir, and Erbil (2021) suggested that teachers should be supported with in-service trainings especially on technology literacy. The teachers participating in our study expect to be supported with academic and emotional trainings in addition to educational technologies.…”

“…Baran and Sadık (2021) also stated that in face-to-face teaching, it is easier for teachers to attract the attention of their students and provide lesson motivation, while in distance education they have difficulty because they cannot make eye contact with their students. There are studies suggesting that some studies and arrangements should be made in order to reach students socially and emotionally and to solve the problems arising from the inability to establish eye contact in the online process (Genç, 2020;Yurtbakan & Akyıldız, 2020;Erbil, Demir & Erbil, 2021;). Akdemir (2011) indicates that students do not have problems in communicating and interacting with their teachers in the distance education process, but students' interactions with their friends are restricted.…”

Challenges of Being a Teacher in Multigrade Classrooms

“…In this study, it was determined that some students had problems with internet, tablet, phone and computer access, which is necessary for distance education during the pandemic process. In the study conducted by Erbil et al (2021), it was revealed that according to the views of classroom teachers on distance education, they mostly experience problems in the physical infrastructure due to the lack of technological tools, internet connection problems and technical difficulties of EBA and Zoom programs. The fact that the teacher had to teach by dividing the class into groups in the distance education process reduced the interaction process of the teacher with the students.…”

Covid-19 Sürecinde Kimya Öğretmenlerinin Derslerinde Deneysel Çalışmalara Yer Verme Durumunun İncelenmesi

“…Deneysel çalışmalar hangi şekilde yürütülürse yürütülsün öğretmenlerin doğru yönlendirmeleri ile öğrencinin bilimsel süreç becerileri başta olmak üzere, eleştirel düşünme becerisi, problem çözme becerisi ve anlamlandırma becerisi gibi üst düzey düşünme becerilerini geliştirilmesine önemli katkı sağlayabilir (Nakiboğlu, 2021). Bunun yanında bilimsel çalışma yolunu öğrencilere tanıtmak ve öğrencileri bilime teşvik etmek ve derse olan ilgi ve tutumlarını arttırarak duyuşsal alana yönelik gelişimlerine de katkı sağlayabilir (Morgil, Seyhan ve Seçken, 2009).. Öğrencilerin bilişsel, duyuşsal ve devinişsel anlamda gelişmelerine bu derece katkısı olan deneysel çalışmalardan laboratuvar ortamında deney yapılmasına yönelik kimya öğretmenlerinin neler yaptıklarını araştıran çalışmalar incelendiğinde, yüz yüze eğitimdeyken bile farklı nedenlerle kimya öğretmenlerinin derslerinde laboratuvar çalışmalarına yer vermediği veya derslerinde laboratuvar kullanımına çok olumlu yaklaşmadıkları görülür (Akaygün vd., 2016;Akkuş & Kadayıfçı, 2007;Demir vd., 2017, Erbil, Demir & Erbil, 2021Feyzioğlu, 2014Nakiboğlu & Sarıkaya, 1999;Nakiboğlu & Sarıkaya, 2000;Özden, 2007;Özmen, 2004). Yüz yüze derslerin yürütüldüğü ortamda öğretmenlerin laboratuvar kullanmama veya deney yaptırmama ile ilgili ileri sürdükleri nedenler incelendiğinde, bunların zaman darlığı, programı yetiştirememe endişesi, madde malzeme eksikliği ve deney yapacak ortamın bulunmaması gibi ana başlıklar altında toplandığı görülmektedir; (Nakiboğlu & Sarıkaya, 1999;Nakiboğlu & Sarıkaya, 2000;Özden, 2007;Özmen, 2004).…”