Uzaktan Eği̇ti̇m Süreci̇nde Fen Bi̇li̇mleri̇ Dersi̇nde Deney Yapmaya İli̇şki̇n Öğretmen Görüşleri̇ni̇n Araştirilmasi

Sarıoğlan, Ayberk Bostan; Altaş, Rukiye; Şen, Rabia

doi:10.37669/milliegitim.787933

Cited by 20 publications

(6 citation statements)

References 9 publications

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“…This result is similar to the result of the study. In addition, similar results were obtained in the literature (Aksoy, Bozkurt, & Kurşun, 2021;Altuntaş Yılmaz, 2020;Bostan Sarıoğlan, et al, 2020;Jeffery & Bauer, 2020;Kaumba, Mphahlele, Muleya & Simui, 2021;Önal & Özdemir, 2021;Petillion & McNeil, 2020;Sandi-Urena, 2020;Şenyuva, 2007;Van Heuvelen, Daub & Ryswyk, 2020).…”

Section: Conclusion and Suggestionssupporting

confidence: 83%

“…In some studies examining the problems of distance education, they state that due to the lack of active interaction in distance education, it restricts the socialization of the individual students who do not know technology have difficulties in learning. Moreover, there are problems in teaching some practical courses through distance education, students are overburdened with responsibility and inequalities in access to education are revealed (Altıparmak et al, 2011;Altuntaş Yılmaz, 2020;Anderson, 2020;Bayram et al, 2019;Bostan Sarıoğlan et al, 2020;Can, 2020;Horzum, 2003;Usta et al, 2016). Rapanta et al, (2020) states that it is necessary to make the courses simpler and to reduce the expectations from the students in order to decrease their anxiety level while heading emergency remote education during COVID-19 Pandemics.…”

Section: Literaturementioning

confidence: 99%

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Determination of science teaching students learning of several concepts of radyoactivity subject taught with emergency remote education and students’ opinions on emergency remote education

Dolu

2021

Journal of Educational Technology and Online Learning

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With the negative impact of COVID-19 on educational activities, face-to-face education was suspended at universities and distance education was replaced with it. The aim of this study is to determine whether the students learned some concepts related to the subject of "radioactivity" taught by emergency remote education (ERE) and to reveal the students' opinions on both ERE and teaching of this subject by ERE. To this end, a qualitative study was conducted by asking five open-ended questions (29) to the students studying in the 1st year of Science Teaching Department in a public university in the spring semester of the 2020-2021 academic years. The data were collected through an online questionnaire and were analysed by content analysis. According to the results; it was determined that the students mostly learned the concepts taught by ERE and although they mostly had positive-negative views about ERE (52%), they reported more positive opinions (79%) about the subject "radioactivity" taught by ERE. The results obtained from this study is considered to contribute to the literature in terms of revealing both the learning of some concepts related to the subject and students' feedbacks from a broad perspective.

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Section: Conclusion and Suggestionssupporting

confidence: 83%

Section: Literaturementioning

confidence: 99%

Determination of science teaching students learning of several concepts of radyoactivity subject taught with emergency remote education and students’ opinions on emergency remote education

Dolu

2021

Journal of Educational Technology and Online Learning

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“…& Aksoy, 2021), sınıf yönetimi (Kandemir & Sezgin Nartgün, 2022;Küçüker & Dernek Uzun, 2022), sosyalleşememe (Taşkın. & Aksoy, 2021), uygulamaya dönük becerilerin öğretilememesi (Karaevli & Levent, 2022;Kırıkçı, Arıkan & Çetin, 2022;Bostan Sarıoğlan, Altaş, & Şen, 2020;Dilman, 2022), veliler ile iletişim (Küçüker & Dernek Uzun, 2022) gibi konularında sorunlar yaşanıldığı tespit edilmiştir. Araştırmalarda yaşanılan sorunların sürecin önemli bir ögesi olan öğretmenlerin motivasyonlarını düşüren bir unsur olarak yer aldığına vurgu yapılmıştır (Orhan& Demir 2022).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Öğretmenlerin Görüşlerine Göre Uzaktan Eğitim Süreci

ÇINAR,

ÇINAR

2023

Korkut Ata Türkiyat Araştırmaları Dergisi

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Bu araştırmanın amacı ortaokullarda görev yapan öğretmenlerin uzaktan eğitim süreci hakkındaki görüşlerinin tespit edilmesidir. Nitel araştırma yönteminin kullanıldığı bu araştırmada olgubilim deseninden yararlanılmıştır. Araştırmanın çalışma grubunu 2021 yılında Isparta’da ortaokullarda görev yapan farklı branştaki 29 gönüllü öğretmen oluşturmaktadır. Araştırmanın verileri nitel araştırma tekniklerinden yarı yapılandırılmış görüşme formu ile toplanmıştır. Verilerin analizinde ise betimsel ve içerik analizinden yararlanılmıştır. Araştırma sonunda katılımcı öğretmenlerin uzaktan eğitim hakkında genel olarak olumsuz bir yaklaşıma sahip olduğu tespit edilmiştir. Öğretmenler uzaktan eğitimin dezavantajlarına daha çok vurgu yapmıştır. Bu süreçte en çok öğrenme ortamı (fiziksel imkanlar), öğrenmenin takibi, öğrenci, öğretmen ve öğrenmenin niteliği açılarından dezavantajlarının olduğu dile getirilmiştir. Avantajlarında ise daha çok öğretmenlere evden çalışma imkânı sağlaması ve öğretmenlerin teknoloji okuryazarlığını arttırması ifade edilmiştir. Uzaktan eğitim sürecinde katılımcı öğretmenlerin hepsinin muhakkak bir sorun yaşadığı tespit edilmiştir. Öğretmenlerin yaşadığı sorunlardan bazıları teknolojik problemler (altyapı, bağlantı), sınırlı etkileşim/iletişim, devamsızlık, etkin öğrenmeyi gerçekleştirememe, sınıf yönetimi, zamanı etkin kullanamama, akademik başarısızlık, ölçme değerlendirme, güvenlik (kimlik denetimi), aile ilgisizliği, denetimsizlik, mahremiyet ve yalnızlık hissi şeklindedir. Katılımcı öğretmenlerden bazıları, zorunluluk durumlarında uzaktan eğitimin alternatif bir yöntem olarak kullanabileceğini ifade etse bile katılımcılardan çoğu uzaktan eğitimin sürdürülebilir olmadığını düşünmektedir.

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“…Can (2020) also states that the MNE should improve the infrastructure of distance education and turn it into a more effective alternative that is safe and easy to access. Some researchers have focused on distance education (Özgül et al, 2020;Bostan Sarıoğlan et al, 2020;Demir & Özdaş, 2020;Telli Yamamoto & Altun, 2020;Balaman & Hanbay Tiryaki, 2021). Alper (2020) concentrated on private school teachers' views of distance education and found that they could adapt to distance education and technology use.…”

Section: The Challenges Of Distance Education and Related Literaturementioning

confidence: 99%

Public School and Private School Geography Teachers’ Views of Distance Education

Babacan

CEVİZ²

2022

Lnternational Journal of Geography and Geography Education

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This study investigated geography teachers' views of distance education. The study was conducted in the 2020-2021 academic year. The sample consisted of 12 geography teachers from public (n=6) and private (n=6) schools in the city center of Tokat, Turkey. The study adopted a qualitative case study design. Data were collected using a semi-structured interview questionnaire and analyzed using descriptive analysis. Participants did not consider the geography curriculum completely adequate for distance education. The class attendance rate was higher in private schools than in public schools. Participants who were more prepared for classes were more likely to use different materials. All participants believed that they provided supportive education. According to them, the main issue was whether students were engaged in learning. Participants from private schools stated that student engagement was limited. In other words, students in private schools asked fewer questions and raised their hands less often than those in public schools. According to participants, the eight most important problems regarding distance geography education were as follow: First, they had difficulty explaining complicated and abstract topics. Second, students had screen addiction. Third, classes were not long enough to cover all topics. Fourth, students had communication problems. Fifth, participants faced technical problems during lectures. Sixth, participants experienced Internet connection issues during lectures. Seventh, participants could not use measurement and evaluation tools effectively. Eighth, participants could not measure how well students achieved learning outcomes. We think that all stakeholders should collaborate to make the necessary adjustments to improve distance education in Turkey

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Uzaktan Eği̇ti̇m Süreci̇nde Fen Bi̇li̇mleri̇ Dersi̇nde Deney Yapmaya İli̇şki̇n Öğretmen Görüşleri̇ni̇n Araştirilmasi

Cited by 20 publications

References 9 publications

Determination of science teaching students learning of several concepts of radyoactivity subject taught with emergency remote education and students’ opinions on emergency remote education

Determination of science teaching students learning of several concepts of radyoactivity subject taught with emergency remote education and students’ opinions on emergency remote education

Öğretmenlerin Görüşlerine Göre Uzaktan Eğitim Süreci

Public School and Private School Geography Teachers’ Views of Distance Education

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