Teaching Science in Collaborative Groups in Online Environments

Ahmet Kumaş

Makale detayları

Teaching Science in Collaborative Groups in Online Environments

Yazarlar:

Ahmet Kumaş

Yayıncı:

Marmara University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.113-141

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310950

pISSN:

1300-8889

Anahtar kelimeler:

Özet:

 The rapid development of information and communication technology has revealed new approaches in education as well as in all fields. Intense studies are carried out to ensure that online learning, which is the most common use of technology supported outside the classroom, in todays teaching practices, can be provided in the same qualifications as science teaching in face-to-face cooperative groups in classrooms. The main purpose of this study is to identify the problems encountered in the process of providing science teaching in mentoring-based collaborative groups in online learning environments and to develop solutions. Within the scope of the qualitative research method, the application-collaboration-oriented action research model was used. The research was carried out with 31 students in a high school where the researcher taught physics for 12 years. The data obtained with the help of open-ended questions, rubrics, and semi-structured interview forms were evaluated with content analysis and descriptive analysis. In online science teaching, high school students exhibit high levels of cooperation in experiments and simulations, medium in solving life-based problems, and low levels in life-based deepening research and analogy map processes. Under the guidance of action researchers, there is a need to develop new teacher guide materials suitable for cooperative teaching in online environments, taking into account students needs and the curriculums achievements.

 The rapid development of information and communication technology has revealed new approaches in education as well as in all fields. Intense studies are carried out to ensure that online learning, which is the most common use of technology supported outside the classroom, in todays teaching practices, can be provided in the same qualifications as science teaching in face-to-face cooperative groups in classrooms. The main purpose of this study is to identify the problems encountered in the process of providing science teaching in mentoring-based collaborative groups in online learning environments and to develop solutions. Within the scope of the qualitative research method, the application-collaboration-oriented action research model was used. The research was carried out with 31 students in a high school where the researcher taught physics for 12 years. The data obtained with the help of open-ended questions, rubrics, and semi-structured interview forms were evaluated with content analysis and descriptive analysis. In online science teaching, high school students exhibit high levels of cooperation in experiments and simulations, medium in solving life-based problems, and low levels in life-based deepening research and analogy map processes. Under the guidance of action researchers, there is a need to develop new teacher guide materials suitable for cooperative teaching in online environments, taking into account students needs and the curriculums achievements.

 The rapid development of information and communication technology has revealed new approaches in education as well as in all fields. Intense studies are carried out to ensure that online learning, which is the most common use of technology supported outside the classroom, in todays teaching practices, can be provided in the same qualifications as science teaching in face-to-face cooperative groups in classrooms. The main purpose of this study is to identify the problems encountered in the process of providing science teaching in mentoring-based collaborative groups in online learning environments and to develop solutions. Within the scope of the qualitative research method, the application-collaboration-oriented action research model was used. The research was carried out with 31 students in a high school where the researcher taught physics for 12 years. The data obtained with the help of open-ended questions, rubrics, and semi-structured interview forms were evaluated with content analysis and descriptive analysis. In online science teaching, high school students exhibit high levels of cooperation in experiments and simulations, medium in solving life-based problems, and low levels in life-based deepening research and analogy map processes. Under the guidance of action researchers, there is a need to develop new teacher guide materials suitable for cooperative teaching in online environments, taking into account students needs and the curriculums achievements.

 Bilgi iletişim teknolojisinin hızlı gelişimi tüm alanlarda olduğu gibi eğitimde de yeni yaklaşımlar ortaya koymuştur. Günümüz öğretim uygulamalarında sınıf dışı teknoloji destekli en yaygın kullanım olan çevrimiçi öğrenmenin, sınıflardaki yüz yüze işbirlikli gruplarda fen bilimleri öğretimi ile aynı niteliklerde sağlanabilmesi için yoğun çalışmalar yürütülmektedir. Bu çalışmanın temel amacı, çevrimiçi öğrenme ortamlarında mentorluk temelli işbirlikli gruplarda fen bilimleri öğretimi sağlanması sürecinde karşılaşılan problemler belirlenerek çözüm önerileri geliştirmektir. Nitel araştırma yöntemi kapsamında uygulama-işbirliği temelli eylem araştırması modeli kullanılmıştır. Araştırmanın örneklemini, araştırmacının 12 yıl fizik öğretmenliği yaptığı bir lisedeki 31 öğrenci oluşturmaktadır. Açık uçlu sorular, dereceli puanlama anahtarı ve yarı yapılandırılmış görüşme formları yardımı ile elde edilen veriler içerik analizi ve betimsel analiz ile değerlendirilmiştir. Çevrimiçi fen öğretiminde lise öğrencileri deney ve simülasyonlarda yüksek, yaşam temelli problemlerin çözümlerinde orta ve yaşam temelli derinleştirme araştırmaları ve analoji haritası süreçlerinde düşük düzeylerde işbirliği sergilemektedirler. Eylem araştırmacıları rehberliğinde öğrencilerin ihtiyaçları ve öğretim programlarındaki kazanımlar da dikkate alınarak çevrimiçi ortamlarda işbirlikli öğretime uygun yeni öğretmen rehber materyallerinin geliştirilmesi ihtiyaç olarak karşımıza çıkmaktadır.

Makale detayları

Teaching Science in Collaborative Groups in Online Environments

Yazarlar:

Ahmet Kumaş

Yayıncı:

Marmara University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.113-141

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310950

pISSN:

1300-8889

Online learning

science teaching

cooperative learning

mentoringÇevrimiçi öğrenme

fen öğretimi

işbirlikli öğrenme

mentorluk.

Sayı

Makale detayları

Yazarlar: Ahmet Kumaş

Yayıncı: Marmara University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.113-141

Belge Tipi: Makale

Yayın Tarihi: 1/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001310950

pISSN: 1300-8889

Sayı

Yazarlar:

Ahmet Kumaş

Yayıncı:

Marmara University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.59 Issue 59, pp.113-141

Belge Tipi:

Makale

Yayın Tarihi:

1/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001310950

pISSN:

1300-8889