A content analysis of blended learning studies in science education

Year 2024, , 136 - 157, 30.04.2024

Gizem Canbulat , Salih Uzun

https://doi.org/10.19128/turje.1345182

Abstract

This research aimed to determine the trends related to blended learning studies conducted in science education through descriptive content analysis. This study was performed using the document review method. For this purpose, 120 studies on blended learning in science education were determined between 2005 and 2022 in the Web of Science (WoS) database. The studies were examined by considering themes such as keywords, country, purpose, method, sample, online system, and result. The research findings showed that more studies occurred between 2020 and 2022. The findings showed that studies mostly use quantitative research methods and experimental designs. Most of the studies were conducted with undergraduate-level sample groups. Findings revealed that the blended learning environment is designed more to teach physics subjects, and parametric tests were generally used for data analysis. The more preferred course management systems in the studies were the online systems designed by the schools. A considerable number of studies revealed that blended learning environments designed for science education have a positive effect on variables such as achievement, skill, and motivation.

Keywords

Blended learning, Online learning, Science education

Fen eğitiminde yapılan harmanlanmış öğrenme çalışmalarının içerik analizi

Abstract

Bu araştırmanın amacı harmanlanmış öğrenme çalışmalarına ilişkin eğilimleri betimsel içerik analizi yardımıyla belirlemektir. Bu çalışma doküman inceleme yöntemi kullanılarak gerçekleştirilmiştir. Bu çerçevede Web of Science (WoS) veri tabanında bulunan fen eğitiminde harmanlanmış öğrenmeyi konu alan çalışmalar betimsel içerik analizine tabi tutulmuştur. Bu amaç doğrultusunda 2005-2022 yılları arasında fen eğitiminde harmanlanmış öğrenmeyi konu alan 120 çalışmaya ulaşılmıştır. Ölçütlere göre belirlenen makaleler; anahtar kelimeler, ülke, yıl, amaç, yöntem, örneklem, kullanılan online sistem ve sonuç gibi temalar altında incelenmiştir. Araştırma bulguları, 2020-2022 yılları arasında daha fazla çalışmanın yapıldığını ortaya koymaktadır. Bulgular, çalışmaların çoğunlukla nicel araştırma yöntemlerini ve deneysel desenleri kullandığını göstermiştir. Çalışmaların çoğu lisans düzeyindeki örneklem gruplarıyla yürütülmüştür. Konu alanına ilişkin bulgular harmanlanmış öğrenme ortamının daha çok fizik konularını öğretmek için tasarlandığını ortaya koymuştur. Sonuçlar, çalışmalarda veri analizi için genellikle parametrik testlerin kullanıldığını göstermiştir. Yapılan çalışmalarda daha çok tercih edilen ders yönetim sistemleri okulların tasarladığı çevrimiçi sistemler olmuştur. Ayrıca birçok araştırma fen eğitiminde tasarlanan harmanlanmış öğrenme ortamlarının başarı, beceri ve motivasyon gibi değişkenler üzerinde olumlu etkilerinin olduğunu rapor etmiştir.

Keywords

Çevrimiçi öğrenme, Fen eğitimi, Harmanlanmış öğrenme

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