A Look at Distance Education through the Eyes of Preservice Science Teachers

Gonca Harman; Nisa Yenikalaycı

Makale detayları

A Look at Distance Education through the Eyes of Preservice Science Teachers

Yazarlar:

Gonca Harman | Nisa Yenikalaycı

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.1905-1949

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328323

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 In this research, it was aimed to examine the opinions of preservice science teachers about distance education given during the COVID-19 pandemic. According to the phenomenology, the research was conducted with 21 19 female, 2 male volunteer preservice science teachers studying in the first year of the Science Education Department at a state university in Turkey. As data collection tool, personal information form and opinion form prepared by the researchers were used. The data were analyzed by using content analysis. As a result of the research, preservice science teachers stated that the effects of noise and the large number of preservice teachers on learning were mostly negative in face-to-face and distance education, while the effects of the large size of the environment on learning were mostly positive. The preservice teachers stated that factors such as high, low or unsuitable temperature and light, inadequate ventilation and unclean environment affected learning mostly negatively in face-to-face education, but mostly positively in distance education due to the opportunity to organize them as they wanted. According to the preservice teachers, while the design of a simple and customized suitable environment had mostly positive effects on learning in face-to-face education, the opinions that suitable environment design in distance education affected learning positively and unsuitable environment design affected learning negatively are equally weighted. In addition, it was found that mostly suitable layout positively affected learning in face-to-face education, while unsuitable layout negatively affected learning in distance education. On the other hand, it was understood that good emotional state of preservice teachers positively and bad emotional state negatively affected learning in face-to-face education, whereas in distance education it was found that the emotional state was mostly bad and had a negative effect on learning. However, although the semester averages of 85.7 of preservice science teachers in the distance education process were higher than in the face-to-face education process, it was determined that 71.4 were not satisfied with distance education and 61.9 of them expected face-to-face education in the future.

 In this research, it was aimed to examine the opinions of preservice science teachers about distance education given during the COVID-19 pandemic. According to the phenomenology, the research was conducted with 21 19 female, 2 male volunteer preservice science teachers studying in the first year of the Science Education Department at a state university in Turkey. As data collection tool, personal information form and opinion form prepared by the researchers were used. The data were analyzed by using content analysis. As a result of the research, preservice science teachers stated that the effects of noise and the large number of preservice teachers on learning were mostly negative in face-to-face and distance education, while the effects of the large size of the environment on learning were mostly positive. The preservice teachers stated that factors such as high, low or unsuitable temperature and light, inadequate ventilation and unclean environment affected learning mostly negatively in face-to-face education, but mostly positively in distance education due to the opportunity to organize them as they wanted. According to the preservice teachers, while the design of a simple and customized suitable environment had mostly positive effects on learning in face-to-face education, the opinions that suitable environment design in distance education affected learning positively and unsuitable environment design affected learning negatively are equally weighted. In addition, it was found that mostly suitable layout positively affected learning in face-to-face education, while unsuitable layout negatively affected learning in distance education. On the other hand, it was understood that good emotional state of preservice teachers positively and bad emotional state negatively affected learning in face-to-face education, whereas in distance education it was found that the emotional state was mostly bad and had a negative effect on learning. However, although the semester averages of 85.7 of preservice science teachers in the distance education process were higher than in the face-to-face education process, it was determined that 71.4 were not satisfied with distance education and 61.9 of them expected face-to-face education in the future.

 In this research, it was aimed to examine the opinions of preservice science teachers about distance education given during the COVID-19 pandemic. According to the phenomenology, the research was conducted with 21 19 female, 2 male volunteer preservice science teachers studying in the first year of the Science Education Department at a state university in Turkey. As data collection tool, personal information form and opinion form prepared by the researchers were used. The data were analyzed by using content analysis. As a result of the research, preservice science teachers stated that the effects of noise and the large number of preservice teachers on learning were mostly negative in face-to-face and distance education, while the effects of the large size of the environment on learning were mostly positive. The preservice teachers stated that factors such as high, low or unsuitable temperature and light, inadequate ventilation and unclean environment affected learning mostly negatively in face-to-face education, but mostly positively in distance education due to the opportunity to organize them as they wanted. According to the preservice teachers, while the design of a simple and customized suitable environment had mostly positive effects on learning in face-to-face education, the opinions that suitable environment design in distance education affected learning positively and unsuitable environment design affected learning negatively are equally weighted. In addition, it was found that mostly suitable layout positively affected learning in face-to-face education, while unsuitable layout negatively affected learning in distance education. On the other hand, it was understood that good emotional state of preservice teachers positively and bad emotional state negatively affected learning in face-to-face education, whereas in distance education it was found that the emotional state was mostly bad and had a negative effect on learning. However, although the semester averages of 85.7 of preservice science teachers in the distance education process were higher than in the face-to-face education process, it was determined that 71.4 were not satisfied with distance education and 61.9 of them expected face-to-face education in the future.

 Bu araştırmada fen bilgisi öğretmen adaylarının COVID-19 pandemisi sürecinde verilen uzaktan eğitime yönelik görüşlerinin incelenmesi amaçlanmıştır. Fenomenoloji deseni ile gerçekleştirilen araştırma Türkiyede bir devlet üniversitesinde Fen Bilgisi Eğitimi Anabilim Dalı birinci sınıfta öğrenim gören 21 19 kız, 2 erkek öğretmen adayının gönüllü katılımı ile gerçekleştirilmiştir. Veri toplama aracı olarak araştırmacılar tarafından oluşturulan kişisel bilgi formu ve görüş formu kullanılmıştır. Veriler içerik analizi ile çözümlenmiştir. Araştırma sonucunda, fen bilgisi öğretmen adayları ortamdaki gürültünün ve öğretmen adayı sayısının fazla olmasının öğrenme üzerindeki etkilerinin yüz yüze ve uzaktan eğitimde çoğunlukla olumsuz; ortamın boyutlarının geniş olmasının öğrenme üzerindeki etkilerinin ise çoğunlukla olumlu olduğunu ifade etmişlerdir. Öğretmen adayları yüksek, düşük veya uygun olmayan ısı ve ışık, yetersiz havalandırma ve temiz olmayan ortam gibi faktörlerin yüz yüze eğitimde öğrenmeyi çoğunlukla olumsuz; uzaktan eğitimde ise kendileri istedikleri gibi düzenleme imkânına sahip oldukları için çoğunlukla olumlu etkilediğini belirtmişlerdir. Öğretmen adaylarına göre sade ve isteğe göre tasarlanan uygun ortam tasarımı öğrenme üzerinde yüz yüze eğitimde çoğunlukla olumlu etki gösterirken; uzaktan eğitimde uygun ortam tasarımının öğrenmeyi olumlu, uygun olmayan ortam tasarımının ise olumsuz etkilediğine yönelik görüşler eşit ağırlıktadır. Bunlara ilaveten, çoğunlukla uygun yerleşim planının yüz yüze eğitimde öğrenmeyi olumlu; uygun olmayan yerleşim planının ise uzaktan eğitimde öğrenmeyi olumsuz etkilediği saptanmıştır. Öte yandan öğretmen adaylarının duygusal durumunun iyi olmasının yüz yüze eğitimde öğrenmeyi olumlu, kötü olmasının olumsuz etkilediği; uzaktan eğitimde ise çoğunlukla duygusal durumun kötü olduğu ve öğrenmeyi olumsuz etkilediği anlaşılmıştır. Bununla birlikte fen bilgisi öğretmen adaylarının 85,7sinin uzaktan eğitim sürecindeki dönemlik ortalamalarının yüz yüze eğitim sürecine göre daha yüksek olmasına karşın, 71,4ünün uzaktan eğitimden memnun olmadığı ve 61,9unun geleceğe yönelik eğitim beklentisinin yüz yüze eğitim olduğu saptanmıştır.

Makale detayları

A Look at Distance Education through the Eyes of Preservice Science Teachers

Yazarlar:

Gonca Harman | Nisa Yenikalaycı

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.1905-1949

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328323

pISSN:

2602-2850

Distance education

opinion

preservice science teachersUzaktan eğitim

görüş

fen bilgisi öğretmen adayları

Sayı

Makale detayları

A Look at Distance Education through the Eyes of Preservice Science Teachers

Yazarlar: Gonca Harman | Nisa Yenikalaycı

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.1905-1949

Belge Tipi: Makale

Yayın Tarihi: 9/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001328323

pISSN: 2602-2850

Distance education

opinion

preservice science teachersUzaktan eğitim

görüş

fen bilgisi öğretmen adayları

Sayı

Yazarlar:

Gonca Harman | Nisa Yenikalaycı

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 61, pp.1905-1949

Belge Tipi:

Makale

Yayın Tarihi:

9/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001328323

pISSN:

2602-2850