Publication: Uzaktan eği̇ti̇m süreci̇nde kullanılan öğreti̇m ve ölçme tekni̇kleri̇ni̇n sosyal bi̇lgi̇ler öğretmen görüşleri̇ne göre değerlendi̇ri̇lmesi̇
Abstract
Çin’in Wuhan Eyaleti’nde başlayan Covid-19 salgını kısa süre içerisinde tüm Dünya’yı etkisi altına almış ve yaşamın her alanını etkilediği gibi eğitim de bu salgından etkilenmiştir. Devletler politik olarak değişik uygulamalara giderken, ülkemiz eğitimde uzaktan eğitim sistemini benimsemiştir. Dünyada ve ülkemizde geçmişi çok eskiye dayanan uzaktan eğitim ile ilgili çalışmalar yapıldığı bilinmektedir. Dolayısıyla tartışıla gelen yüz yüze eğitim yerine uzaktan eğitimin bir altarnetif olabileceği konusu halen önemini korumaktadır. Bu sebeple mevcut Sosyal Bilgiler Eğitim Programının yapılandırmacı ilkelerine göre uzaktan eğitimin uygunluğu öğretmen görüşlerine başvurularak incelenmek istenmiştir. İlgili alanda var olan literatür çalışmalarına bakıldığında bu konuyla alakalı eksikliğin olduğu görülmüştür. Yaptığımız çalışmanın amacı uzaktan eğitim yoluyla gerçekleştirilen Sosyal Bilgiler Eğitiminde yapılandırmacı eğitim tekniklerinin kullanılabilirliğinin öğretmen görüşlerine göre tespit edilmesidir. Öğrencilerin sanal ortamda öğrenciye aktif öğrenme imkanı sunan tekniklerden neleri kullandıkları; bunlardan yüz yüze ve sadece uzaktan eğitimde kullanabildikleri teknikler ayrı ayrı tespit edilmiştir. Nitel araştırma desenlerinden Durum deseni kullanılarak yapılan çalışmada veri toplama yöntemi olarak görüşme yöntemi kullanılmıştır. Bu amaçla yarı yapılandırılmış bir görüşme formu hazırlanarak seçilen 23 sosyal bilgiler öğretmeni ile görüşme yapılmıştır. Yüz yüze yapılan görüşmeler esnasında ses kaydı alınmış sonrasında toplanan veriler yazılı hale getirilmiştir. Veriler betimsel ve içerik analizi yöntemleri ile analiz edilmiş ortaya çıkan kodlar ve temalar yoluyla düzenlemiştir. Detaylı şekilde incelenen temalar doğrultusunda uzaktan eğitim sürecinde öğretmenlerin daha çok düz anlatım yöntemi, soru cevap tekniği ile dersi işledikleri, bunların dışında Eba ve Web destekli bilgisayar oyunları gibi teknolojik yöntemleri de sürece dahil ettikleri sonucu çıkmıştır. Yapılandırmacı eğitimin gerektirdiği aktif öğrenme yöntemlerini ise yeterince kullanamadıkları çalışmanın neticesinde ortaya konmuştur. Veli, öğrenci, idareci gibi katılımcılarla ve nicel yöntemler kullanılarak farklı çalışmaların yapılabileceği önerilmektedir. Yine Sosyal Bilgiler branşında gerçekleştirilen bu çalışmanın diğer branşlarda da yapılması çalışmanın önerilerinden birisidir.
The Covid-19 pandemis that started in Wuhanprovince of Chine has affected the whole word in a short time and aducation has been affected by this epidemic,as well as affecting every area of life. Politically , while going to various applications related to education in our country has been tried to be maintained through distance education in our country before the epidemic, the history of which dates back e long time. Therefore, the issue that distance education can be an alternative to face-to-face education, which is beingdiscussed, stil retains its importance. For this reason, according to the Constructivist principles of the current Social Studies Education Program, the appropriatenesss of distance education was requested to be examined by applying to the opinions of teachers. When looking et the literature studies that exist in the relevant field, it has been seen that there is a lack related to this issue. Tha aim of our study is to determine the usability of constructivist adutanional techniques in Social Studies educaton conducted through distance edutaion according to the views of teachers. İt has been determined separately what teachers use of the techniques that offer active learning opportunities to the student in the virtual environment, and the techniques that they can use face-to-face and only in distance edutaion.İn the study conducted by using one of the qualitative research patterns whit the situation pattern, the interview method was used as e date collection method. For this purpose, a semi- structured and interview form was bprepared an interviews where conducted with 23 selected social studies teachers. During the face-to-face interviews, an audio recording was taken, after that, the collected data was put into writing. The data were analiyzed by descriptive and content analysis methods; they were organized by means of emerging codes and themes. İn line with the themes studied in detail, it has been concluded that teachers in the distance education process process the lesson mostly with the straight narration method, question-answer technique; in addition, they also use tevhnological methods such as Eba and web-supported computer games Decoupled together. As a result of the study, it was revealed that day do not use the active learning methods required by constructivist education sufficently. The study can also be carried out using different participants such as parents, students, administrators. It may be sugguested that this study conducted in the social studies branch should also be conducted in other branches.
The Covid-19 pandemis that started in Wuhanprovince of Chine has affected the whole word in a short time and aducation has been affected by this epidemic,as well as affecting every area of life. Politically , while going to various applications related to education in our country has been tried to be maintained through distance education in our country before the epidemic, the history of which dates back e long time. Therefore, the issue that distance education can be an alternative to face-to-face education, which is beingdiscussed, stil retains its importance. For this reason, according to the Constructivist principles of the current Social Studies Education Program, the appropriatenesss of distance education was requested to be examined by applying to the opinions of teachers. When looking et the literature studies that exist in the relevant field, it has been seen that there is a lack related to this issue. Tha aim of our study is to determine the usability of constructivist adutanional techniques in Social Studies educaton conducted through distance edutaion according to the views of teachers. İt has been determined separately what teachers use of the techniques that offer active learning opportunities to the student in the virtual environment, and the techniques that they can use face-to-face and only in distance edutaion.İn the study conducted by using one of the qualitative research patterns whit the situation pattern, the interview method was used as e date collection method. For this purpose, a semi- structured and interview form was bprepared an interviews where conducted with 23 selected social studies teachers. During the face-to-face interviews, an audio recording was taken, after that, the collected data was put into writing. The data were analiyzed by descriptive and content analysis methods; they were organized by means of emerging codes and themes. İn line with the themes studied in detail, it has been concluded that teachers in the distance education process process the lesson mostly with the straight narration method, question-answer technique; in addition, they also use tevhnological methods such as Eba and web-supported computer games Decoupled together. As a result of the study, it was revealed that day do not use the active learning methods required by constructivist education sufficently. The study can also be carried out using different participants such as parents, students, administrators. It may be sugguested that this study conducted in the social studies branch should also be conducted in other branches.