Disadvantaged Students in the Distance Education: An Analysis Specific to Science Lesson

Year 2022, Volume: 4 Issue: 2, 282 - 296, 30.09.2022

Sema Aydın Ceran Ebru Ergül

Abstract

In this study, it was aimed to reveal the situation of disadvantaged students in the science lesson of the COVID-19 pandemic distance education period in Turkey. For this purpose, the experiences of science and primary school teachers in distance education were examined. The research was a case study, which is one of the qualitative research methods. Participants comprised 58 science and primary school teachers. The data collected via a semi-structured interview form was subjected to content analysis. The results show that the disadvantaged groups most affected by distance education are poor students, inclusive students, students without parental care, gifted students, and immigrant students. Teachers stated that disadvantaged students have experienced deep learning losses in science, their interest in science has decreased, and multiple disadvantages have made science teaching difficult. Also, it has been concluded that in science teaching with disadvantaged students, teachers show individual attention to students, cooperate with stakeholders, and
create an inclusive education environment. Another important result is that many students could not receive science education in distance education.

Keywords

COVID-19 Pandemic, Distance education, Disadvantaged students, Science lesson, Science teaching

References

• Akkaş Baysal, E., & Ocak, G. (2021). Opinions of the teachers on the compensation of learning loss caused by covid-19 outbreak. Kastamonu Educational Journal, 173-184. https://dx.doi.org/ 10.24106/kefdergi.811834.
• Albert Gómez, M. J., Pérez Molina, C., García Pérez, M., Ortega Sánchez, I., & Castro, M. (2018). Influence of the mobile digital resources (mdr) conceptual model in motivation of disadvantaged students. In Auer, M., Guralnick, D., Simonics, I. (Dds) Teaching and Learning in a Digital World. ICL 2017. Advances in Intelligent Systems and Computing, Vol 715. Springer. https://doi.org/10.1007/978-3-319-73210-7_38.
• Andrew, A., Cattan, S., Costa Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., & Sevilla, A. (2020). Inequalities in children's experiences of home learning during the covıd‐19 lockdown in England. Fiscal Studies, 41(3), 653-683. https://doi.org/10.1111/1475-5890.12240
• Ardington, C., Wills, G., & Kotze, J. (2021). COVID-19 learning losses: Early grade reading in South Africa. International Journal of Educational Development, 86, 102480. https://doi.org/10.1016/j.ijedudev.2021.102480
• Aydın Ceran, S. (2021). Present and future of science education in the context of 21st century skills: An analysis from the perspective of turkey. Journal of the Human and Social Science Researches, 10 (4) , 3191-3218. https://doi.org/10.15869/itobiad.908645
• Bakioğlu, B., & Çevik, M. (2020). Science teachers' views on distance education in the covid-19 pandemic process. Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
• Balaman, F., & Hanbay Tiryaki, S. (2021). The opinions of teachers about compulsory distance education due to corona virus (covid-19). Journal of the Human and Social Science Researches, 10(1), 52-84. http://www.itobiad.com/tr/pub/issue/60435/769798
• Banerjee, P. A. (2016). A systematic review of factors linked to poor academic performance of disadvantaged students in science and maths in schools. Cogent Education, 3(1), 1178441. https://doi.org/10.1080/2331186X.2016.1178441
• Baz, B. (2021). An evaluation on possible learning losses of students during the COVID-19 pandemic. Journal of Primary Education, 3(1), 25–35. https://doi.org/10.52105/temelegitim.3.1.3
• Borman, G. D. (2020). What can be done to address learning losses due to school closures?. [Report]. PACE. https://theanswerlab.rossier.usc.edu/wp-content/uploads/2020/06/Answer-Lab-COVID-19-Slide-202006-Final-1.pdf
• Bray, A., Banks, J., Devitt, A., & Ní Chorcora, E. (2021). Connection before content: Using multiple perspectives to examine student engagement during covid-19 school closures in Ireland. Irish Educational Studies, 40(2), 431–441. https://doi.org/10.1080/03323315.2021.1917444
• Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Pearson.
• Creswell, J. W., & Báez, J. C. (2020). 30 essential skills for the qualitative researcher. Sage Publications.
• Devitt, A., Ross, C., Bray, A., & Banks, J. (2020). Parent perspectives on teaching and learning during covid-19 school closures: Lessons learned from Irish primary schools. [Technical Report]. http://www.tara.tcd.ie/handle/2262/92899
• Dietrichson, J., Bøg, M., Filges, T., & Klint Jørgensen, A. M. (2017). Academic interventions for secondary and middle school students with low socioeconomic status: A systematic review and meta-analysis. Review of Educational Research, 87(2), 243-282. https://doi.org/10.3102/0034654316687036
• Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences of the United States of America, 118(17). https://doi.org/10.1073/PNAS.2022376118
• European Institute for Gender Equality [EIGE]. (2022). Disadvantaged groups. Retrieved January 26, 2022 from https://eige.europa.eu/thesaurus/terms/1083
• Green, P. (2020). Risks to children and young people during covid-19 pandemic. Bmj, 369. Horton, J., Macve, R., & Struyven, G. (2004). Qualitative research: experiences in using semi-structured interviews. In The real life guide to accounting research (pp. 339-357). Elsevier.https://doi.org/10.1016/B978-008043972-3/50022-0
• Kaffenberger, M. (2021). Modelling the long-run learning impact of the covid-19 learning shock: Actions to (more than) mitigate loss. International Journal of Educational Development, 81, 1–12. https://doi.org/10.1016/j.ijedudev.2020.102326
• Khan, M. J., & Ahmed, J. (2021). Child education in the time of pandemic: Learning loss and dropout. Children and Youth Services Review, 127, 106065. https://doi.org/10.1016/j.childyouth.2021.106065
• Kıygı, G. (2021). Eğitim izleme raporu 2021: Eğitim ortamları. Eğitim Reformu Girişimi. Retrieved January 12, 2022 from https://www.egitimreformugirisimi.org/egitim-izleme-raporu-2021-egitim-ortamlari/.
• Kuhfeld, M., & Tarasawa, B. (2020, April 1–7). The covid-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. [Brief]. Collaborative For Students Growth. https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf
• Lee, Y. C. (2021). Replacing work with study: A sustainable development strategy for economically or culturally disadvantaged students. Sustainability (Switzerland), 13(17). https://doi.org/10.3390/su13179658
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
• Maldonado, J. E., & De Witte, K. (2021). The effect of school closures on standardised student test outcomes. British Educational Research Journal. https://doi.org/10.1002/berj.3754
• Mayring, P. (2000). Qualitative content analysis. Forum on Qualitative Social Research, Vol. 1.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. sage.
• Millî Eğitim Bakanlığı[Ministry of National Education-MoNE]. (2018). Fen bilimleri dersi öğretim programı (İlkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Science lesson curriculum (Primary and secondary school 3rd, 4th, 5th, 6th, 7th and 8th grades)]. http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
• Millî Eğitim Bakanlığı[Ministry of National Education-MoNE]. (2020). Yenilik ve eğitim teknolojileri genel müdürlüğü resmî web sayfası [The official website of the General Directorate of Innovation and Education Technologies]. Retrieved December 15, 2021 from https://yegitek.meb.gov.tr/www/sayilarla-uzaktan-egitim/icerik/3125
• Moreno, N. P., Tharp, B. Z., Vogt, G., Newell, A. D., & Burnett, C. A. (2016). Preparing students for middle school through after-school STEM activities. Journal of Science Education and Technology, 25(6), 889-897. https://doi.org/10.1007/s10956-016-9643-3
• Mundy, K., & Hares, S. (2020). Managing education systems during covid-19: an open letter to a minister of education, Retrieved January 12, 2022 from https://www.cgdev.org/blog/managing-education-systemsduring-covid-19-open-letter-minister-education
• O’Shea, S., Koshy, P., & Drane, C. (2021). The implications of COVID-19 for student equity in Australian higher education. Journal of Higher Education Policy and Management, 43(6), 576–591. https://doi.org/10.1080/1360080X.2021.1933305
• Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119, 105535. https://doi.org/10.1016/j.childyouth.2020.105535
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
• Pietrocola, M., Rodrigues, E., Bercot, F., & Schnorr, S. (2021). Risk society and science education. Science & Education, 30(2), 209-233. https://doi.org/10.1007/s11191-020-00176-w
• Rollston, R., & Galea, S. (2020). COVID-19 and the social determinants of health. American Journal of Health Promotion, 34(6), 687-689. https://doi.org/10.1177/0890117120930536b
• TEDMEM. (2021). Türkiye’nin telafi eğitimi yol haritası [Turkey's remedial education roadmap]. Retrieved January 4, 2022 from https://tedmem.org/download/turkiyenin-telafi-egitimi yolharitasi?wpdmdl=3669&refresh=61f12bf69949a1643195382
• UNESCO. (2020). Education in a post-COVID world: nine ideas for public action. Retrieved January 2, 2022 from https://unesdoc.unesco.org/ark:/48223/pf0000373717/PDF/373717eng.pdf.multi UNESCO. (2021). Education: From disruption to recovery. Retrieved October 25, 2021 from https://en.unesco.org/covid19/educationresponse#schoolclosures
• UNESCO, UNICEF & The World Bank. (2021a). The state of the global education crisis: A path to recovery. UNESCO, UNICEF and The World Bank: Washington DC, Paris, New York. Retrieved January 8, 2022 from https://www.unicef.org/media/111621/file/%20The%20State%20of%20the%20Global%20Education%20Crisis.pdf%20.pdf
• UNESCO, UNICEF & The World Bank. (2021b). Mission: Recovering Education in 2021. Retrieved January 3, 2022 from https://thedocs.worldbank.org/en/doc/675f44dfad2b034dd0bc54ba2da25839-0090012021/original/BROCHURE-EN.pdf
• Valladares, L. (2021) Scientific literacy and social transformation. Science & Education, 30, 557–587. https://doi.org/10.1007/s11191-021-00205-2
• Wilson, E., Donovan, C. V., Campbell, M., Chai, T., Pittman, K., Seña, A. C., Pettifor, A., Weber, D. J., Mallick, A., Cope, A., Porterfield, D. S., Pettigrew, E., & Moore, Z. (2020). Multiple COVID-19 clusters on a university campus - North Carolina, August [Morbidity and mortality weekly report]. https://doi.org/10.15585/mmwr.mm6939e3.
• Yin, R. K. (2003). Case study research design and methods (3rd ed.). Thousand Oaks, CA: Sage.