Publication: Pandemiden kaynaklı uzaktan eğitim sürecinde sosyal bilgiler derslerine yönelik öğretmen görüşleri
Abstract
21.yüzyılda yaşanan COVID-19 salgını tüm dünyayı etkisi altına almıştır. Dünya Sağlık Örgütü tüm dünyayı etkisi altına alan bu salgını pandemi olarak ilan etmiştir. Ülkeler bu salgına karşı çeşitli önlemler almıştır. Aldıkları bu önlemlerle eğitim öğretim süreci de etkilenmiştir. Birçok ülke örgün eğitime ara vermiş ve uzaktan eğitim modeline geçmiştir. UNESCO’nun açıkladığı verilere göre 696 milyon öğrenci pandemi kaynaklı örgün eğitime ara vermiştir. Yine UNESCO’nun verilerine göre bu sayı Türkiye’de 25 milyon civarındadır. Ülkemizde ilk vakaların görülmesi itibariyle eğitim öğretim faaliyetlerine ara vererek 23 Mart 2020 tarihinde uzaktan eğitime geçmiştir. Uzaktan eğitime geçişle birlikte çeşitli dijital platformlar üzerinden dersler uygulanmaya başlamıştır. Bu araştırmada COVID-19 pandemisinden kaynaklı olarak ülkemizde uzaktan eğitim yoluyla gerçekleştirilen Sosyal Bilgiler derslerine yönelik öğretmenlerin görüşlerinin incelenmesi amaçlanmıştır. Araştırmada nitel araştırma yaklaşımlarından temel nitel araştırma deseni kullanılmıştır. Araştırmanın katılımcıları Burdur ili merkezinde resmi ortaokullarda görev yapmakta olan 20 Sosyal Bilgiler öğretmeninden oluşmaktadır. Örneklemin belirlenmesinde maksimum çeşit örneklemesi kullanılmıştır. Araştırmanın verileri yarı yapılandırılmış görüşme ile toplanıp, tematik analiz yöntemiyle analiz edilmiştir. Araştırma bulgularına göre öğretmenler, yüz yüze eğitimi uzaktan eğitime tercih etmekte ve okulların açılmasını istemektedir. Öğretmenler bu süreç içerisinde yöneticilerden, öğrencilerden, velilerden, teknolojiden ve kendilerinden kaynaklı birtakım sorunlarla karşılaşmışlardır. Bu sorunlar arasında önemli görülen sorunlardan biri, uzaktan eğitim sürecinde öğrencilerin katılım sorunudur. Öğretmenlerin karşılaşmış oldukları en önemli sorunlardan bir diğeri de ölçme ve değerlendirmeye yönelik yaşanan sorunlardır. Ayrıca çalışmada öğretmenler sürecin uzaması veya farklı kriz ortamlarında uzaktan eğitimin verimliliğini arttırmak için çeşitli öneriler ve uzaktan eğitimin pandemi sonrası kullanımına yönelik öneriler belirterek, sürecin daha sistemli bir şekilde ilerlemesinin sağlanması gerektiğini belirtmişlerdir.
The COVID-19 epidemic in the 21st century has affected the whole world. The World Health Organization (WHO) declared it as a pandemic, which took hold of the world. Countries have taken precautions against this epidemic. These precautions have also affected the teaching and learning process during the pandemic. Many countries have to stop formal education and switched to distance education. According to the data announced by UNESCO, 696 million students took a break from formal education due to the pandemic. Again, according to UNESCO data, this number is around 25 million in our country. As the first cases were seen in our country, education activities were interrupted and distance education was started on March 23, 2020. With the transition to distance education, courses have started to be implemented through various digital platforms. The aim of this study is to examine the opinions of teachers about the Social Studies courses held through distance education in our country due to the COVID-19 pandemic. In the research, basic qualitative research design, one of the qualitative research approaches, was used. The participants of the study consisted of 20 Social Studies teachers working in public secondary schools in the city center of Burdur. Maximum variety sampling was used to determine the sample. The data of the research were collected by semi-structured interview and analyzed by thematic analysis method. According to the research findings, teachers prefer face-to-face education instead of distance education and want schools to be opened. In this process, teachers encountered some problems arising from administrators, students, parents, technology, and themselves. One of the important problems among these problems is the participation of students in the distance education process. One of the most important problems faced by teachers is the problems experienced in measurement and evaluation. In addition, in the study, the teachers stated that the process should be progressed in a more systematic way by stating various suggestions for prolonging the process or increasing the efficiency of distance education in different crisis environments and suggestions for the use of distance education after the pandemic.
The COVID-19 epidemic in the 21st century has affected the whole world. The World Health Organization (WHO) declared it as a pandemic, which took hold of the world. Countries have taken precautions against this epidemic. These precautions have also affected the teaching and learning process during the pandemic. Many countries have to stop formal education and switched to distance education. According to the data announced by UNESCO, 696 million students took a break from formal education due to the pandemic. Again, according to UNESCO data, this number is around 25 million in our country. As the first cases were seen in our country, education activities were interrupted and distance education was started on March 23, 2020. With the transition to distance education, courses have started to be implemented through various digital platforms. The aim of this study is to examine the opinions of teachers about the Social Studies courses held through distance education in our country due to the COVID-19 pandemic. In the research, basic qualitative research design, one of the qualitative research approaches, was used. The participants of the study consisted of 20 Social Studies teachers working in public secondary schools in the city center of Burdur. Maximum variety sampling was used to determine the sample. The data of the research were collected by semi-structured interview and analyzed by thematic analysis method. According to the research findings, teachers prefer face-to-face education instead of distance education and want schools to be opened. In this process, teachers encountered some problems arising from administrators, students, parents, technology, and themselves. One of the important problems among these problems is the participation of students in the distance education process. One of the most important problems faced by teachers is the problems experienced in measurement and evaluation. In addition, in the study, the teachers stated that the process should be progressed in a more systematic way by stating various suggestions for prolonging the process or increasing the efficiency of distance education in different crisis environments and suggestions for the use of distance education after the pandemic.