Abstract:

This study aims to study the mixed learning work in the field of science education, published between 2003 and 2018, using the thematic content analysis method. For this purpose, the national and international databases were scaned and studied with a total of 63 thematic content analysis methods, including 28 theses and 35 articles. The studies have been studied taking into account the topics of “mass”, “methode/design”, “sample level”, “sample width”, “the subject in which harmonised learning is applied”, “the data collection tool”, “the data analysis method”, “the online system used in harmonised learning”, “the harmonised learning model”, “results” and “recommendations”. The results showed that most of the studies were conducted to determine the impact of mixed learning on the relevant dependent variables (success, attitude, etc.). The sample width of combined learning studies has often been limited (N<150), mostly carried out with undergraduate students, mostly carried out in biology subjects, and mostly used MOODLE as a teaching management system. In addition, the studies have determined that the most quantitative research methods are preferred, and the most successful/coefficient/coefficient tests and attitude/motivation scales are used as a data collection tool. The findings found that the model used in the creation of a mixed learning environment in most studies was not specified. It is recommended that future research be carried out in the wider and smaller age group (first, secondary and high school level) with samples, and that these students will be carried out in other fields of science other than biology subjects, and that these studies will be carried out by comparing mixed learning models with each other.

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