Science and Technology Course in Educational Information Network a Review on Videos

Abstract

The FATIH project is a project put in place by a protocol signed between the Ministry of National Education and the Ministry of Transport in order to obtain the highest level of efficiency and equal opportunities in education and training activities. Today, remote education applications have become compulsory in order to reach the rapidly changing and developing information network more easily and effectively. For this reason, an increase in distance education program designs has been observed in order to provide meaningful learning in Science and Technology course. The key role in increasing opportunities in education and improving the technology (FATIH PROJECT) is educational e-content applications. To this end, the Education Information Network (EBA) online social education platform has been established, which is equal opportunity in the basic principle education. Some of the contents in EBA, along with visual and interactive material, audio files and animations, have become the most important elementary videos of this platform. It was aimed to study science and technology course videos with a systematic understanding. Thus, it has been investigated how these videos contribute to the scope of the "FATIH Project". It is a descriptive study to examine the science and technology course videos in EBA systematically in terms of various variables. In the study, document review method was used from qualitative research methods. Science and Technology course videos analyzed in this study include Science and Technology course presentations for 5th, 6th, 7th, and 8th grade students who are available on EBA on July 28th, 2017. 433 course videos were reviewed by each of the researchers in terms of eight (8) predetermined questions that were repeated five times. The conclusions reached were finalized in accordance with the sub-objectives.

Social Sciences Teachers' Opinions on Usage of Educational Information Network

“…The notable difference is that teachers, who prefer to use technology at a rate of 95% (frequently-occasionally) in teaching social studies, prefer to use EIN at only a rate of 60% (frequently -occasionally) in teaching social studies. Similar studies have shown that teachers do not have enough knowledge on EIN and that their frequency of EIN use is not sufficient [42][43][44].…”

The Effectiveness of CVC Arm Tapping Interactive Application towards Year Two Students' English Language Achievement

“…The interactive application introduced by this researcher integrated the teaching of phonetic systems through a multisensory approach and managed to highlight visual, audio and kinaesthetic modalities in learning. This multisensory approach is used so that students can learn actively to help them perform effectively [41]. The results from the analysis of student score profiles based on the conducted pre-test and post-test using written test instruments and oral test instruments have shown that there was a positive increase in the percentage among the intermediate and high profile levels of students in the oral test instruments.…”

Hybrid Element Heuristic Algorithm Optimizing Neural Network‐Based Educational Courses

“…Compared with the optimization algorithm, the metaheuristic algorithm is an improvement of the heuristic algorithm [8,9]. It combines two types of random algorithms and local search algorithms and, aiming at a specific problem, iteratively obtains an approximate optimal solution that can be used to calculate a given problem under the complexity of time and the complexity of a given area [10]. The overview diagram of the metaheuristic algorithm is shown in Figure 1.…”