The effect of blended learning method on preservice elementary science and technology teachers' attitudes toward technology and self-regulation and science process skills

BEKİR GÜLER

The effect of blended learning method on preservice elementary science and technology teachers' attitudes toward technology and self-regulation and science process skills

Thesis Type: Postgraduate

Institution Of The Thesis: Dokuz Eylül University, Eğitim Bilimleri Enstitüsü, İlköğretim Ana Bilim Dalı, Turkey

Approval Date: 2013

Thesis Language: Turkish

Student: BEKİR GÜLER

Supervisor: MEHMET ŞAHİN

Open Archive Collection: AVESIS Open Access Collection

Abstract:

The purpose of this study is to investigate the effects of blended learning method on pre-service science and technology teachers? attitudes towards technology and self-regulation and science process skills. In total, 61 third grade pre-service teachers enrolled in the department of Elementary Science Education at the Dokuz Eylul University Faculty of Education in the academic year 2012-2013 was the participants of the study. The study was conducted within the scope of ?Special Teaching Methods? course. While the experimental group was studying with blended learning method, control group was studying with traditional face to face education. In the courses, same materials (course notes, presentations, sample studies, videos, homework files, assessment reports) were prepared for each group and these materials were used in courses. The web site www.e-dersim.net was created for the network which is necessary for blended learning and Moodle (Modular Object Oriented Dynamic Learning Environment), a learning management system, was established on the web site. The blended learning activities were conducted over this software and all sharing in experimental group were conducted there. In the study, in which semi-experimental study with pre- and post-test, future changes and developments in preservice teachers were examined via ?Attitudes Towards Technology?, ?Self-Regulation Skills Scale? and ?Science Process Skills Test?. The scales were applied as pre and post-test. According to findings of the study, no difference between preservice teachers? attitudes towards technology in both blended and face to face learning environment was seen. However, while there was no difference between self-regulation skills of the preservice teachers in blended learning group, face to face group?s score decreased. Similarly, while the face to face group's science process skills pre-test scores were significantly higher than the blended group, there was not seen any significant difference post-test scores between groups. Looking at the results obtained from the study, new research in which blended learning studies conducted on a wider and more courses can be carried out. In addition, more effective studies can be conducted by carrying out qualitative research that make it possible to see potential negative aspects of blended learning. It will be useful to conduct new research that make teachers, who will be an important element in implementation of blended learning on a wider range, understand the benefits of this method. Key Words: Blended Learning, Face to Face Education, Internet-Supported Teaching, Attitudes Towards Technology, Self-Regulation Skills, Science Process Skills.