Atıf Sayısı
29
Görüntüleme
51
İndirme
8
Bu araştırmanın amacı, ortaokul matematik öğretmenlerinin uzaktan eğitim matematik dersine ilişkin görüşlerini incelemektir. Araştırma nitel araştırma yöntemine göre tasarlanmıştır. Nitel araştırmalar, belli bir stratejiye dayalı olan desenlere göre yürütülür. Bu araştırmada olgubilim deseni kullanılmıştır. Araştırmada amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örnekleme yöntemi kullanılmıştır. Maksimum çeşitlilik ise kıdem, cinsiyet, öğrenim durumu ve uzaktan eğitime yönelik hizmet içi eğitim alma kriterlerine göre sağlanmıştır. Buna göre, Milli Eğitim Bakanlığında çalışmakta olan 10 ortaokul matematik öğretmeni araştırmaya dâhil edilmiştir. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Yarı yapılandırılmış görüşme formlarından elde edilen veriler nitel veri çözümleme yöntemlerinden içerik analizi yoluyla çözümlenmiştir. Ortaokul matematik öğretmenleri uzaktan eğitim matematik dersinde, öğrencilerin internet erişiminin olmaması, öğrencilerin teknolojik araçlara (bilgisayar, tablet, akıllı telefon) sahip olmaması, internet altyapı sorunu ve öğrenci devamsızlığı problemleriyle karşılaştıklarını belirtmişlerdir. Matematik öğretmenleri öğrenci-öğrenci etkileşiminin kısıtlı olduğunu, öğretim programındaki kazanımlara yeterince erişilmediğini ve uzaktan eğitim matematik dersinin yararlı olmadığını ifade etmişlerdir. Öğrencilere ek kaynaklar ve materyal verilmesi, öğrencilerin internetinin yeterli olmasına ilişkin önerilerde bulunmuşlardır.
The aim of this research is to study the views of high school math teachers on the math course of distance learning. The research is designed according to the research method. Qualitative research is carried out according to patterns that are based on a specific strategy. This research has been used. Maximum diversity of sampling methods have been used in the research. Maximum diversity is provided according to age, gender, state of learning and the criteria for service-in-service education for distance learning. According to this, 10 high school mathematician teachers working at the Ministry of Education have been included in the research. A semi-configured conversation form has been used as a data collection tool. The data obtained from semi-configured conversation forms are analyzed through content analysis from quality data analysis methods. High school mathematics teachers in the distance learning mathematics course, they pointed out that students had problems with lack of access to the internet, lack of technological tools (computer, tablet, smartphone), internet infrastructure problems and student continuity. The teachers of mathematics have stated that the student-student interaction is limited, that there is not sufficient access to the achievements in the curriculum, and that the mathematical course of distance learning is not useful. Supplementing additional resources and materials to students, they have made recommendations about the student’s internet is sufficient.
The purpose of the current study is to investigate the opinions of middle school mathematics teachers about distance education mathematics lessons. The study was designed in line with the qualitative research method. Qualitative research is conducted according to designs based on a certain strategy. The current study employed the phenomenological design. The maximum variation sampling method, one of the purposive sampling methods, was used in the study. Maximum diversity was achieved on the basis of the criteria of seniority, gender, education level and in-service training for distance education. Correspondingly, 10 middle school mathematics teachers working in schools affiliated to the Ministry of National Education were included in the study. A semi-structured interview form was used as the data collection tool. The data obtained from the semi-structured interview forms were analysed through content analysis, one of the qualitative data analysis methods. The middle school mathematics teachers stated that they encountered problems such as lack of internet access, students not having technological tools (computer, tablet, smart phone), internet infrastructure problem and student absenteeism in distance education mathematics lessons. The mathematics teachers stated that student-student interaction was limited, that the objectives set in the curriculum were not sufficiently achieved and that the distance education mathematics lessons were not useful. They made suggestions about providing students with additional resources and materials and ensuring that students have internet access.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
Makale Detay 
Atıf Yapanlar
Benzer Makaleler
PDF Görüntüle
Dergi Bilgisi
Eseri Dinleyin
Bu Sayfayı Yazdırın
Paylaş
Mendeley
