Fen Eğitiminde Harmanlanmış Öğrenme Yaklaşımının Kullanımı: Sistematik Bir Derleme

Yıl 2024, Sayı: 62, 3249 - 3271, 30.12.2024

Merve Erol , Mustafa Sabri Kocakülah

https://doi.org/10.53444/deubefd.1498835

Öz

Son zamanlarda harmanlanmış öğrenme modellerinin yüksek öğretim kademesindeki öğretmen yetiştirme alanı çerçevesinde yapılan çalışmalarda sıklıkla kullanıldığı görülmektedir. Özellikle COVID-19 pandemisi ile birlikte eğitimde yaşanan aksaklıklar eğitim faaliyetlerinde teknoloji entegrasyonunun kaçınılmaz bir gerçek olduğunu gözler önüne sermiştir. Teknolojideki gelişimin eğitime yansıması olarak teknoloji destekli öğretim uygulamalarına yönelik yapılan çalışmalar gün geçtikçe artmakla birlikte, fen bilimleri eğitiminde harmanlanmış öğrenme modelinin olumlu ve olumsuz yönlerinin kanıtları ile birlikte sunulduğu çalışmalar sınırlıdır. Bu araştırmada, literatürde yer alan harmanlanmış öğrenme modelinin fen bilimleri öğretimine etkisinin incelendiği çalışmaların sistematik derlemesinin sunulması amaçlanmaktadır. Bir sistematik değerlendirme çalışması olan bu araştırmada çeşitli veri tabanları aracılığıyla literatür taraması yapılmış olup bulgular Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) basamaklarına uygun olarak raporlaştırılmıştır. Çalışmada verilerin yapısına uygun olarak analiz yöntemlerinden betimsel içerik analizi analiz tercih edilmiştir. Bu çalışmanın sonuçlarının fen bilimleri eğitiminde harmanlanmış öğrenme uygulamalarının mevcut durumunu ortaya çıkarması ile gelecekte yapılacak olan araştırmalara katkı sağlayacağı düşünülmektedir. Fen alanında spesifik olarak belirlenen öğretim kademelerinde gerçekleştirilmiş olan çalışmaların incelendiği sistematik derleme çalışması yürütülmesi bu araştırmanın önerilerinden birisidir.

Anahtar Kelimeler

Harmanlanmış öğrenme, fen eğitimi, sistematik derleme, PRISMA

Etik Beyan

Bu çalışma insan üzerinden gerçekleştirilmediğinden, sistematik bir derleme çalışması olması sebebi ile yöntemi ve kapsamı gereği etik kurul izni gerektirmemektedir.

Use of Blended Learning Approach on Science Education: A Systematic Review

Öz

Recently, blended learning models are frequently used in studies conducted within the framework of teacher training in higher education. Especially with the COVID-19 pandemic, the disruptions in education and technology integration of educational activities have revealed that technology integration is an inevitable reality. Although studies in this field are increasing day by day as the reflection of the development in technology on education, studies presenting the evidence of the advantages and disadvantages of the blended learning model in science education are limited. In this study, it is aimed to present a systematic review of the studies in the literature examining the effects of blended learning on science teaching. In this research, which is a systematic review study, a literature review was conducted through various databases and reported in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) steps. In accordance with the structure of the data, descriptive content analysis was preferred among the analysis methods. It is thought that the results of this study will contribute to future research by revealing the current status of blended learning applications in science education. One of the recommendations of this study is to conduct a systematic review study in which the studies carried out at specified educational levels in the field of science are examined.

Anahtar Kelimeler

Blended learning, science education, systematic review, PRISMA

Kaynakça

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