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Covid-19 salgını dünya genelinde başta eğitim olmak üzere yaşamın tüm alanlarında değişikliklere sebep olmuştur. Bu salgın sebebiyle devletin yetkili kurumları okul öncesi kurumlarından yükseköğretim kurumlarına kadar, bütün kademelerde yüz yüze eğitime ara vermek zorunda kalmıştır. Uzaktan eğitim daha önceden sadece yükseköğretim kurumlarında uygulanırken, pandemi döneminde bütün kademelerde uygulanır hale gelmiştir. Uzaktan fen eğitimi sürecinde öğretmen ve öğrencilerin yaşadıkları deneyimleri ve görüşleri tespit etmeyi amaçlayan bu çalışmada, nitel araştırma desenlerinden fenomenoloji (olgu bilimi) kullanılmıştır. Araştırmanın örneklemi İç Anadolu Bölgesinde bulunan bir ildeki çeşitli ortaokullarda görev yapmakta olan 7 fen bilimleri öğretmeni olarak belirlenmiştir. Örneklemin belirlenmesinde kolay ulaşılabilir örneklem, veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde görüşmeler sonucu elde edilen verilerin içerik analizi yapılarak kategori ve kodlar oluşturulmuştur. Araştırmada elde edilen bulgular incelendiğinde yüz yüze eğitimi uzaktan eğitime tercih ettiği, öğrencilerin derse katılımının az olduğu, motivasyonlarının düşük olduğu ve derse odaklanmakla ilgili sorun yaşadıkları görülmüştür.
The Covid-19 epidemic has caused changes in all areas of life worldwide, primarily in education. Due to this epidemic, the authorized government institutions, from pre-school institutions to higher education institutions, have been forced to interrupt face-to-face education in all stages. Distance education has previously been applied only in higher education institutions, while in the pandemic period it has become applied in all stages. In this study, which aims to identify the experiences and opinions that teachers and students experience in the process of remote science, phenomenology (event science) has been used from quality research patterns. The examples of the study are identified as 7 teachers of science who are working in various secondary schools in the province located in the Anatolian region. The easy-to-access sample in the determination of the sample has been used as a semi-configured conversation form as a data collection tool. In the analysis of data, the content analysis of the data obtained as a result of the conversations was created by categories and codes. The findings obtained in the study showed that face-to-face education was preferred to distance education, that students had little participation in the classroom, that they had low motivation, and that they had problems with focusing on the classroom.
The Covid-19 epidemic has caused changes in all areas of life, especially in education, around the world. Due to this epidemic, the authorized institutions of the state had to take a break from face-to-face education at all levels, from pre-school institutions to higher education institutions. While distance education was previously applied only in higher education institutions, it has become applicable at all levels during the pandemic period. In this study, which aims to determine the experiences and opinions of teachers and students in the distance science education process, the phenomenology design, which is one of the qualitative research designs, was used. The sample of the study was determined as 7 science teachers working in various secondary schools in a city in the Central Anatolian Region. An easily accessible sample was used to determine the sample, and a semi-structured interview form was used as a data collection tool. In the analysis of the data, the content analysis of the data obtained because of the interviews was made and categories and codes were created. When the findings obtained in the study were examined, it was seen that they preferred face-to-face education to distance education, students had less participation in the lesson, had low motivation and had problems focusing on the lesson.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Uluslararası
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