The Use of Technology as an Active Learning Tool in the Scope of Hybrid Education in Science Courses

Ahmet Kumaş

Makale detayları

The Use of Technology as an Active Learning Tool in the Scope of Hybrid Education in Science Courses

Yazarlar:

Ahmet Kumaş

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Trakya Eğitim Dergisi Vol.13 Issue 2, pp.943-961

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290203

pISSN:

2630-6301

Anahtar kelimeler:

Özet:

 Students who stay away from face-to-face education in situations such as epidemics, disability, and pandemics may be disadvantaged in the teaching process. The main purpose of this study is to determine the competence of using technology as an active teaching tool in physics, chemistry, biology, and science courses in the Covid-19 hybrid education process. In the research, a multiple case study model was used within the scope of the qualitative research method. The research was carried out with 57 teachers and 44 students working in secondary and high schools in Trabzon and Uşak provinces and districts, within the scope of purposeful sampling that applies hybrid education in their classrooms. Data were obtained with the help of a semi-structured interview form and structured observation form, interview findings were evaluated with content analysis, and observation findings were evaluated with descriptive analysis. Due to the use of smart board technology in Turkey since 2017, technology-supported active learning has been carried out effectively by teachers and students during the Covid-19 process. In the hybrid education process, technology-supported teaching practices are the most intense in the course at schools; it is thought that the technological readiness to be used in simulation, measurement-evaluation, and lecture processes is due to the advanced level of technological readiness before Covid-19. Considering that the effectiveness of online education applications will gradually increase in all educational environments in the future, it would be beneficial to offer technology-supported in-service pieces of training for all teachers.

 Students who stay away from face-to-face education in situations such as epidemics, disability, and pandemics may be disadvantaged in the teaching process. The main purpose of this study is to determine the competence of using technology as an active teaching tool in physics, chemistry, biology, and science courses in the Covid-19 hybrid education process. In the research, a multiple case study model was used within the scope of the qualitative research method. The research was carried out with 57 teachers and 44 students working in secondary and high schools in Trabzon and Uşak provinces and districts, within the scope of purposeful sampling that applies hybrid education in their classrooms. Data were obtained with the help of a semi-structured interview form and structured observation form, interview findings were evaluated with content analysis, and observation findings were evaluated with descriptive analysis. Due to the use of smart board technology in Turkey since 2017, technology-supported active learning has been carried out effectively by teachers and students during the Covid-19 process. In the hybrid education process, technology-supported teaching practices are the most intense in the course at schools; it is thought that the technological readiness to be used in simulation, measurement-evaluation, and lecture processes is due to the advanced level of technological readiness before Covid-19. Considering that the effectiveness of online education applications will gradually increase in all educational environments in the future, it would be beneficial to offer technology-supported in-service pieces of training for all teachers.

 Students who stay away from face-to-face education in situations such as epidemics, disability, and pandemics may be disadvantaged in the teaching process. The main purpose of this study is to determine the competence of using technology as an active teaching tool in physics, chemistry, biology, and science courses in the Covid-19 hybrid education process. In the research, a multiple case study model was used within the scope of the qualitative research method. The research was carried out with 57 teachers and 44 students working in secondary and high schools in Trabzon and Uşak provinces and districts, within the scope of purposeful sampling that applies hybrid education in their classrooms. Data were obtained with the help of a semi-structured interview form and structured observation form, interview findings were evaluated with content analysis, and observation findings were evaluated with descriptive analysis. Due to the use of smart board technology in Turkey since 2017, technology-supported active learning has been carried out effectively by teachers and students during the Covid-19 process. In the hybrid education process, technology-supported teaching practices are the most intense in the course at schools; it is thought that the technological readiness to be used in simulation, measurement-evaluation, and lecture processes is due to the advanced level of technological readiness before Covid-19. Considering that the effectiveness of online education applications will gradually increase in all educational environments in the future, it would be beneficial to offer technology-supported in-service pieces of training for all teachers.

 Salgın, engellilik ve pandemi gibi durumlarda yüz yüze eğitimden uzak kalan öğrenciler öğretim sürecinde dezavantajlı duruma düşebilmektedirler. Bu çalışmanın temel amacı, Covid-19 hibrit eğitim sürecinde fizik, kimya, biyoloji ve fen bilimleri derslerinde aktif öğretim aracı olarak teknolojinin kullanılma yeterliliklerinin belirlenmesidir. Araştırmada nitel araştırma yöntemi kapsamında çoklu durum çalışması modeli kullanılmıştır. Araştırma, sınıflarında hibrit eğitimi uygulayan amaçlı örneklem kapsamında Trabzon ve Uşak il ve ilçelerinde ortaokul ve liselerde görev yapan 57 öğretmen ve 44 öğrenci ile yürütülmüştür. Yarı yapılandırılmış görüşme formu ve yapılandırılmış gözlem formu yardımı ile veriler elde edilmiş, görüşme bulguları içerik analizi ile gözlem bulguları betimsel analiz ile değerlendirilmiştir. Türkiyede akıllı tahta teknolojisinin 2017 yılından beri kullanımından dolayı Covid-19 sürecinde teknoloji destekli aktif öğrenme öğretmen ve öğrenciler tarafından etkin olarak yürütülmüştür. Hibrit eğitim sürecinde teknoloji destekli öğretim uygulamalarının okullarda ders içinde en yoğun; simülasyon, ölçme-değerlendirme ve ders anlatım süreçlerinde kullanılması teknolojik hazır bulunuşluğun Covid-19 öncesinde ileri düzeylerde olmasından kaynaklandığı düşünülmektedir. Çevrimiçi eğitim uygulamalarının etkililiğinin ilerleyen süreçlerde tüm eğitim ortamlarında giderek artacağı dikkate alındığında, tüm öğretmenlere yönelik teknoloji destekli hizmet içi eğitimlerin sunulması faydalı olacaktır.

Makale detayları

The Use of Technology as an Active Learning Tool in the Scope of Hybrid Education in Science Courses

Yazarlar:

Ahmet Kumaş

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Trakya Eğitim Dergisi Vol.13 Issue 2, pp.943-961

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290203

pISSN:

2630-6301

Active learning

science education

hybrid education

technology-supported learningAktif öğrenme

fen eğitimi

hibrit eğitim

teknoloji destekli öğrenme

Sayı

Makale detayları

Yazarlar: Ahmet Kumaş

Yayıncı: Trakya University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Trakya Eğitim Dergisi Vol.13 Issue 2, pp.943-961

Belge Tipi: Makale

Yayın Tarihi: 5/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001290203

pISSN: 2630-6301

Sayı

Yazarlar:

Ahmet Kumaş

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Trakya Eğitim Dergisi Vol.13 Issue 2, pp.943-961

Belge Tipi:

Makale

Yayın Tarihi:

5/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001290203

pISSN:

2630-6301