FEN BİLİMLERİ ÖĞRETMENLERİNİN ÇEVRİM İÇİ ÖĞRENME (SENKRON) ORTAMLARI İLE İLGİLİ DENEYİMLERİNİN İNCELENMESİ
Özet
The purpose of this research is to examine in depth the experiences of science teachers in online learning (synchronous) environments. For this purpose, the research was carried out according to the phenomenological design, which is one of the qualitative research designs. The participants of the research consist of 10 science teachers working in the Mediterranean Region in the 2020-2021 academic year. Purposive sampling method was used in the research. In the research, data were obtained with a semi-structured interview form. Content analysis, one of the qualitative data analysis, was used in the analysis of the data. As a result of the research, science teachers; They stated that the online learning process is different, their digital and technology literacy levels are insufficient, and there is an inequality of opportunity. While teachers who teach students who are willingly involved in online learning environments develop positive attitudes; It has been seen that the participation in the lesson is low and the teachers who give lessons to the students whose parents are indifferent have developed a negative attitude. Teachers stated that they prepared various activities to improve their thinking skills and used various assessment and evaluation tools suitable for the conditions. A science teacher who uses Web 2.0 tools stated that using the tools in the lesson increases the efficiency. Teachers stated that they encounter problems such as not being equipped and open to innovations for online learning environments, indifference of parents, and inability to establish eye contact and communication with students. Teachers have developed suggestions for increasing the variety of virtual materials in online learning environments, designing materials that appeal to different senses, eliminating missing materials for students, and strengthening the internet infrastructure.
Anahtar Kelimeler
Science course, online learning, pandemic, Covid-19, phenomenological approach.