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Uzaktan Eğitimde Sanal Laboratuvarlar İle İlgili Sınıf Öğretmen Adaylarının Görüşlerinin İncelenmesi

Yıl 2022, Cilt: 4 Sayı: 1, 60 - 73, 19.01.2022

Öz

Bilişim teknolojilerinin gelişimi, sanal laboratuvarlar gibi geleneksel öğrenme ortamlarına alternatif birçok yöntemi geliştirmiştir. İlköğretim öğrencilerini fen ve bilimsel etkinliklerle tanıştıran sınıf öğretmenlerine fen derslerini yenilikçi uygulamalarla buluşturmak konusunda büyük sorumluluk düşmektedir. Bu durum çalışmasının amacı, sınıf öğretmen adaylarının sanal laboratuvarlar ve sanal laboratuvarların avantaj ve dezavantajları hakkındaki görüşlerini araştırmaktır. Veriler, 2020-2021 güz döneminde Türkiye'de bir üniversitede öğrenim gören 45 sınıf öğretmen adayından toplanmıştır. Araştırmada öğretmen adaylarına uzaktan eğitimde senkron sanal laboratuvar uygulamaları yapılmıştır. Daha sonra öğretmen adaylarına sanal laboratuvar hakkındaki görüşlerini değerlendirmeleri için açık uçlu sorular sorulmuştur. Veriler içerik analizi yöntemiyle çözümlenmiştir. Elde edilen bulgulara göre öğretmen adaylarının çoğu sanal laboratuvarları laboratuvar simülasyonları olarak tanımlarken, bir kısmı da internet tabanlı, çevrimiçi ve bilgisayarlı laboratuvarlar olarak tanımlamıştır. Sanal laboratuvarların avantajları konusunda, katılımcılar çoğunlukla sanal laboratuvarların her zaman ve her yerde erişilebilir olduğunu ve laboratuvar imkanı olmayan okullarda faydalı olduğunu belirtmişlerdir. Dezavantajlara gelince, katılımcılar genel olarak sanal laboratuvar deneylerinin yüz yüze eğitim kadar etkili olmadığını ve eyleme dönüşmedikleri için daha az kalıcı öğrenme sağlayacaklarını belirtmişlerdir.

Kaynakça

  • Artun, H., Durukan, A., & Temur, A. (2020). Effects of virtual reality enriched science laboratory activities on pre-service science teachers’ science process skills. Education and Information Technologies, 25, 5477-5498.
  • Babateen, H. M. (2011). The role of virtual laboratories in science education. Singapore: IACSIT Press.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S. & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods] (13th ed.). Ankara: Pegem Akademi.
  • Council of Higher Education [CoHE] (2020). YÖK sanal laboratuvarları [CoHE virtual laboratories]. Retrieved from https://yoksanlab.yok.gov.tr/
  • de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340, 305-308.
  • Ekici, M. (2015). Fen bilimleri öğretmenlerinin sanal laboratuvar hakkındaki görüşleri ve bu yöntemden faydalanma düzeyleri [Science teachers' opinions and utilization levels about the virtual laboratory]. (Unpublished master’s thesis), Adıyaman University, Turkey.
  • Falode, O. (2018). Pre-service teachers’ perceived ease of use, perceived usefulness, attitude and intentions towards virtual laboratory package utilization in teaching and learning of physics. Malaysian Online Journal of Educational Technology, 6(3), 63-72.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
  • Kollöffel, B. & de Jong, T. (2013). Conceptual understanding about electrical circuits in secondary vocational engineering education: Combining traditional instruction with inquiry learning in a virtual lab. Journal of Engineering Education, 102(3), 375-393.
  • la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608.
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Mutlu, A. & Acar Sesen, B. A. (2016). Impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills. In SHS Web of Conferences (Vol. 26, p. 01088). doi:10.1051/shsconf/20162601088.
  • Patton, M. Q. (2014). Qualitative research and evaluation methods (4th ed.). Sage Publications.
  • Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309-327.
  • Sencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik [Reliability and validity in social and behavioral measurements]. Seckin Publishing.
  • Ulukok, S., & Sari, U. (2016). The effect of simulation-assisted laboratory applications on pre-service teachers' attitudes towards science teaching. Universal Journal of Educational Research, 4(3), 465-474.
  • Vasiliadou, R. (2020). Virtual laboratories during coronavirus (COVID‐19) pandemic. Biochemistry and Molecular Biology Education, 48(5), 482-483.
  • Zacharia, Z. C., Olympiou, G., & Papaevripidou, M. (2008). Effects of experimenting with physical and virtual manipulatives on students' conceptual understanding in heat and temperature. Journal of Research in Science Teaching, 45(9), 1021-1035.

Investigation of The Pre-Service Classroom Teachers' Views About Virtual Laboratories in Distance Education

Yıl 2022, Cilt: 4 Sayı: 1, 60 - 73, 19.01.2022

Öz

The development of information technologies has brought many alternative methods to traditional learning environments such as virtual laboratories. Classroom teachers who introduce students to science and scientific events have a great responsibility to teach science lessons with innovative applications. The aim of this instrumental case study is to investigate the pre-service classroom teachers’ views about virtual laboratories, and the advantages and disadvantages of virtual laboratories. The data was collected from 45 second-year pre-service classroom teachers from a university in Turkey during the fall semester of 2020-2021. In the study, pre-service teachers were made synchronous virtual laboratory applications in distance education. Afterward, open-ended questions were asked to pre-service teachers to evaluate their opinions about the virtual laboratory. Data were analyzed through content analysis method. According to the findings, most of the pre-service teachers defined virtual laboratories as laboratory simulations while some others defined as internet-based, online and computerized laboratories. Regarding the advantages, participants mostly stated that virtual laboratories are accessible anytime and anywhere, and are beneficial in schools without laboratory facilities. Regarding the disadvantages, the participants generally stated that virtual laboratory experiments are not as effective as face-to-face education, and they would provide less permanent learning since they did not turn into action.

Kaynakça

  • Artun, H., Durukan, A., & Temur, A. (2020). Effects of virtual reality enriched science laboratory activities on pre-service science teachers’ science process skills. Education and Information Technologies, 25, 5477-5498.
  • Babateen, H. M. (2011). The role of virtual laboratories in science education. Singapore: IACSIT Press.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S. & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods] (13th ed.). Ankara: Pegem Akademi.
  • Council of Higher Education [CoHE] (2020). YÖK sanal laboratuvarları [CoHE virtual laboratories]. Retrieved from https://yoksanlab.yok.gov.tr/
  • de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013). Physical and virtual laboratories in science and engineering education. Science, 340, 305-308.
  • Ekici, M. (2015). Fen bilimleri öğretmenlerinin sanal laboratuvar hakkındaki görüşleri ve bu yöntemden faydalanma düzeyleri [Science teachers' opinions and utilization levels about the virtual laboratory]. (Unpublished master’s thesis), Adıyaman University, Turkey.
  • Falode, O. (2018). Pre-service teachers’ perceived ease of use, perceived usefulness, attitude and intentions towards virtual laboratory package utilization in teaching and learning of physics. Malaysian Online Journal of Educational Technology, 6(3), 63-72.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage Publications.
  • Kollöffel, B. & de Jong, T. (2013). Conceptual understanding about electrical circuits in secondary vocational engineering education: Combining traditional instruction with inquiry learning in a virtual lab. Journal of Engineering Education, 102(3), 375-393.
  • la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608.
  • Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Mutlu, A. & Acar Sesen, B. A. (2016). Impact of virtual chemistry laboratory instruction on pre-service science teachers’ scientific process skills. In SHS Web of Conferences (Vol. 26, p. 01088). doi:10.1051/shsconf/20162601088.
  • Patton, M. Q. (2014). Qualitative research and evaluation methods (4th ed.). Sage Publications.
  • Potkonjak, V., Gardner, M., Callaghan, V., Mattila, P., Guetl, C., Petrović, V. M., & Jovanović, K. (2016). Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309-327.
  • Sencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenilirlik ve geçerlilik [Reliability and validity in social and behavioral measurements]. Seckin Publishing.
  • Ulukok, S., & Sari, U. (2016). The effect of simulation-assisted laboratory applications on pre-service teachers' attitudes towards science teaching. Universal Journal of Educational Research, 4(3), 465-474.
  • Vasiliadou, R. (2020). Virtual laboratories during coronavirus (COVID‐19) pandemic. Biochemistry and Molecular Biology Education, 48(5), 482-483.
  • Zacharia, Z. C., Olympiou, G., & Papaevripidou, M. (2008). Effects of experimenting with physical and virtual manipulatives on students' conceptual understanding in heat and temperature. Journal of Research in Science Teaching, 45(9), 1021-1035.
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Esra Kızılay 0000-0001-8329-0186

Aslı Saylan Kırmızıgül 0000-0001-5678-8050

Yayımlanma Tarihi 19 Ocak 2022
Gönderilme Tarihi 10 Kasım 2021
Kabul Tarihi 7 Ocak 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 1

Kaynak Göster

APA Kızılay, E., & Saylan Kırmızıgül, A. (2022). Investigation of The Pre-Service Classroom Teachers’ Views About Virtual Laboratories in Distance Education. Muallim Rıfat Eğitim Fakültesi Dergisi, 4(1), 60-73.