Abstract:

Students who face problems such as pandemics, disasters, and transportation cannot follow the lessons simultaneously with their peers in the classroom. In such cases, online and hybrid learning applications are used to provide interactive learning. The aim of this study was to provide alternative assessment-evaluation practices that would involve students as active participants in the learning process in hybrid learning environments in physics lessons. This study used the developmental-critical action research model. The research was conducted under the guidance of the researcher with 33 students from the 11th grade at the high school where the researcher worked as a physics teacher for 12 years. The data was obtained with the help of rubrics, interviews, and documents. Documents and interviews were evaluated using content analysis, and rubric data were evaluated with descriptive analysis. Peer evaluation, peer group evaluation, rubric, analogy map, and documents were used as measurement and evaluation tools in order to increase the interactions of students who were considered as disadvantaged groups in hybrid learning environments and who attended online courses to higher levels. The results of the problem-based learning (PBL) applications revealed that students faced with real-life problems through measurement and evaluation. As a result of this situation, students' interactions within and between groups improved, individual and group responsibilities increased, and positive gains were achieved in the learning process.

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