Educational Information Network Research Articles

Thinking Styles in Arab Research: An Analysis of the Studies in the Arab Educational Information Network (Shamaa)

The study aimed to analyze the content of studies that dealt with "thinking styles" in the Arab Educational Information Network (Shamaa). The study used content-based analysis, and the sample covered (50) studies. A tool was developed for data collection. The study results revealed that there was a growth in studies of thinking styles, but this growth was fluctuating. Most of the studies (96%) were published in journals, (66%) were published by single researchers, (57.53%) of the publications were published by male researchers and (40%) of the studies were conducted in Saudi Arabia and Algeria. Furthermore, (34%) of the studies tackled the subject of thinking styles in general without other variables, (78%) focused on students, (44%) focused on the university level, (96%) of them used the descriptive method, (58%) made use of small samples, (66%) relied on Sternberg's Mental Self-Government and (48%) of them used Sternberg's Thinking Styles Inventory. The study concluded with stressing the need to codify standards in the local environment and to pay attention to cross-cultural studies.

Analysis of Education Management Information Systems of the Ministry of National Education in Terms of Interoperability

This research, which aims to reveal the current state of the Ministry of National Education (MoNE) information systems in terms of interoperability, was carried out with the basic qualitative research design under the scope of qualitative research. The data that constituted the source of the research were collected from teachers, vice-principals and school principals working in public schools at high school level. Semi-structured interview forms were used as data collection tool. The obtained data were analyzed by content analysis method. As a result of the analysis, the findings were gathered under two themes as intra organizational and interorganizational interoperability. The results of the research showed that the Ministry of National Education has some features in terms of both intraorganizational and inter-organizational interoperability, but it cannot fully use the opportunities arising from the use of the central Education Management Information System (EMIS), and accordingly, there are areas that need to be developed in both dimensions in terms of interoperability. In terms of in-house interoperability, suggestions have been made such as transferring the data in the Education Information Network (EBA) to eschool, moving more student data between education levels, and transferring the data expected from the management levels through information systems by making it pre-defined. In terms of interorganizational interoperability, it is recommended that the MoNE information systems be made interoperable with the Ministry of Health, Higher Education Institution and Social Security Institution.

Always with me even from a distance: Teachers' technology usage skills before and after distance education

The aim of this research is to determine the teachers’ skills of technology use before and after distance education. Semi-structured interview technique was used as qualitative research methods.. The multi-stage sampling method was used in the selection of the teachers participating in the research. Descriptive and content analysis techniques were used in the analysis process of the data obtained from the interviews with the teachers. Accordingly, teachers thought that technology is being frequently used in learning environments after the pandemic. They also stated that the application they use most in their courses is Education Information Network (EBA). According to the findings, it has been suggested that teachers should receive in-service training in online education.

Examining the Opinions and Usage Levels of Teachers Working in Secondary Education Institutions Related to Education Information Network

Bu araştırmanın amacı, ortaöğretim kurumlarında görev yapan öğretmenlerin Eğitim Bilişim Ağına (EBA) ilişkin görüşlerini ve kullanım düzeylerini belirlemeyi amaçlamaktadır. Araştırma, tarama modeli kullanılarak altı okulda görev yapan 195 ortaöğretim öğretmeninin katılımı ile gerçekleştirilmiştir. Araştırmanın verileri, Öğretmenlerin EBA’ya Katılım Düzeyi ve EBA Hakkındaki Görüşleri Anketi kullanılarak toplanmıştır. Araştırma sonuçlarına genel olarak bakıldığında öğretmenlerin EBA’ya ilişkin görüşlerinin olumsuz olmasa da üst düzeyde olumlu olduğu da söylenememektedir. Çünkü öğretmenler EBA’ya ilişkin öğrenmeyi destekleme, derslerin öğretim programına uygunluk ve farklı öğrenme stillerine sahip öğrencilere hitap etme bakımından olumlu görüşe sahipken dersleri için EBA içerikleri, okul internet altyapısı ve öğretmede karşılaşılabilecek güçlükleri telafi etme bakımından olumsuz görüşe sahiptirler. Ayrıca EBA’yı kullanırken öğretmenler öğrencileri araştırmaya yönlendirme, derslerde video, animasyon, simülasyon ve diğer görsellerden yararlanma imkânlarını yüksek düzeyde kullanırken EBA’daki sorulardan yararlanma, EBA’da içerik ve kaynak paylaşma imkânlarını düşük düzeyde kullanmaktadırlar. Bu sonuçlar doğrultusunda EBA içerikleri zenginleştirilmeli, okulların internet altyapısı iyileştirilmeli ve öğretmenlerin EBA kullanımları teşvik edilmelidir.

ANALYSIS OF THE EFFECTS OF THE USE OF THE EDUCATION INFORMATION NETWORK IN PRESCHOOL EDUCATION: THE TEACHER’S VİEWS

Bu araştırmanın amacı, okul öncesi eğitimde Eğitim Bilişim Ağı (EBA) kullanımının eğitim sürecine etkisini okul öncesi öğretmenlerinin görüşlerine göre incelemektir. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu, 2019-2020 öğretim yılında, Sakarya ili Sapanca ilçesinde Milli Eğitim Bakanlığına bağlı okul öncesi eğitim kurumlarında görev yapan 19 okul öncesi öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak, araştırmacı tarafından geliştirilen “yarı yapılandırılmış görüşme formu” kullanılmıştır. Görüşme formunda yer alan soruların, görüşme amacına uygun olup olmadığını belirlemek amacıyla, uzman görüşüne başvurulmuştur. Uzmanlardan gelen öneriler ve eleştiriler doğrultusunda gerekli düzeltmeler yapılmıştır. İçerisinde bulunulan pandemi sürecinden dolayı araştırmada öğretmenlerle yapılan görüşmeler e-posta yoluyla yapılmış, elde edilen veriler betimsel analiz yöntemiyle çözümlenmiştir. Araştırma sonuçlarına göre okul öncesi öğretmenlerinin EBA’ya yönelik görüşleri incelendiğinde, gönderilen çalışmalara katılımın yüksek olduğu, çoğu öğrencinin sisteme girerken bağlantı problemi yaşadığı, bilişim teknolojileri (BT) kullanımında öğretmenlerin orta seviyede olduğu, sistem üzerinde bulunan içeriklerin yetersiz olduğu belirtilmiştir. Sistem içerisinde bulunun içeriğin geliştirilmesi ve zenginleştirilmesi, velilerin bilinçlendirilmesi, sistem kullanımının kolaylaştırılması ve teknik problemlerin giderilmesi katılımcılar tarafından önerilmiştir.

Students and Parents’ Opinions on the Use of Education Information Network in Social Studies Course in Covid-19 Process

Covid-19 sürecinde Eğitim Bilişim Ağı’nın Sosyal Bilgiler dersinde kullanılmasına yönelik öğrenci ve veli görüşlerinin belirlenmeye çalışıldığı bu araştırma, nitel araştırma desenlerinden biri olan olgubilim deseni ile yürütülmüştür. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılı bahar dönemi Elazığ il merkezinde yer alan on iki ortaokulda öğrenim gören 25 öğrenci ve 25 veli olmak üzere toplam 50 kişi oluşturmaktadır. Araştırma verileri görüşme yöntemi ile yarı yapılandırılmış görüşme formu kullanılarak elde edilmiştir. Araştırmadan elde edilen veriler içerik analizi yöntemi ile çözümlenmiştir. Araştırma sonucunda ortaokul öğrencilerinin, Eğitim Bilişim Ağı’nı zengin bir kaynak havuzu ve eğitimde ana kaynak olarak gördükleri belirlenirken, velilerin ise Eğitim Bilişim Ağı’nı ana eğitim platformu ve kapsamlı eğitim hareketi olarak ifade ettikleri görülmektedir. Eğitim Bilişim Ağı platformunun kullanmasında, öğrencilerin bireysel farklılıkları ve gelişim düzeyleri göz önünde bulundurulduğunda her öğrenciyi aktif kılacak etkinliklere daha fazla yer verilebilir.

Investigation of the correlation between science teachers’ level of use of the education information network and their level of use of technology

The Education Information Network (EBA), which is offered as a social education platform in Turkish education system, is a system that allows teachers and students to benefit from educational technologies free of charge. This research was carried out to determine the correlation between the level of use of the EBA and the level of use of educational technologies of science teachers working in secondary education. In the study, the correlation research model, which is a quantitative research method, was used. The study group of the research consist of 80 Science Teachers working in all public secondary schools in the district of Çorlu in the province of Tekirdağ in the spring term of the 2018-2019 Academic year. As the data collection tool, Alabay's "Opinions on EBA Usage Level" and Bayraktar's "Educational Technologies Usage Level Determination Questionnaire" were used to determine the demographic characteristics of the participants. The data was analyzed by using SPSS 23 statistical analysis software package. The results of the study were obtained by applying the normality test, nonparametric analyses (Mann Whitney U test and Kruskal Wallis H test) and the Correlation analysis on the obtained data. When the correlation between the opinions of teachers concerning the level of use of the EBA and the level of use of the educational technologies were examined, a positive and significant correlation was found between them.

Distance Education During the Covid-19 Pandemic from the Perspective of Both Sides of Accountability: Opinions of Teachers and Parents

This study, which aims to examine the distance education experiences of people who work as teachers but who are also parents during the COVID-19 pandemic uses descriptive phenomenology, an approach used in qualitative research. The analysis revealed six main themes that explain the distance education experiences of parent-teachers -- students' academic learning environment, teacher-student communication, use of EIN (education information network) and live lessons, family support, advantages and limitations of distance education, and teachers' views on distance education. The study concluded that the academic learning environment students have during distance learning is inadequate, that the quality and duration of student-teacher communication during distance learning is inadequate, that the quality of teacher-student communication favored students in private schools over teacher parent-children communication, that parent-teachers possessed negative views about distance education, and that distance learning led to unequal opportunities among students..

Eğitim bilişim ağı (EBA) içeriklerinde yer alan dijital matematik oyunlarının Bloom taksonomisine göre incelenmesi

Eğitsel bilgisayar oyunları öğrencilerin öğrenmelerini, akademik başarılarını, motivasyonlarını artıran, öğrenim sürecine aktif katılımlarını sağlayan ve geleneksel ortamlara göre daha iyi problem çözme ortamları sunan öğrenme ortamlardır. Bu tür oyunların eğitime entegre edilmeden önce öğretim programıyla uyumlu bir hale getirilmesi ve değerlendirilmeleri gerekir. Bu sebeple, bu çalışmanın amacı ortaokul matematik dersi kapsamında Eğitim Bilişim Ağı (EBA) içeriklerinde yer alan matematik oyunlarının matematik öğretim programının hazırlanmasında yararlanılan Bloom taksonomisine göre değerlendirilmesidir. Araştırmada nitel araştırma yöntemlerinden doküman incelemesi kullanılmış ve oyunları değerlendirmek için literatürden hareketle Bloom taksonomisine göre içerisinde oyun ve öğrenme mekaniklerini bulunduran rubrikler Arnob vd. (2015) çalışmasındaki sınıflandırmalar kullanılarak oluşturulmuştur. Araştırmada elde edilen bulgular sonucunda, ilgili oyunların 5. ve 6. sınıf seviyesinde olduğu 7. ve 8. sınıf seviyelerinde oyunlara yer verilmediği, ilgili sınıf seviyelerinde yer alan oyunların yedi tanesinin “Sayılar”, 2 tanesinin ise “Geometri ve Ölçme” öğrenme alanına hitap ettiği görülmüştür. Bloom taksonomisine göre oluşturulan rubrikte yer alan oyun mekaniklerinden etkileşim, hikâye, yönerge, eğitme, simülasyon, dönüt, ödül-ceza ve durum mekaniklerini sağladığı, öğrenme mekaniklerinden çoğunluğun keşfetme, katılım, gerçek yaşam durum öğrenmesi ve deneme-yanılma mekaniklerini sağladığı görülmüştür. Ek olarak incelenen oyunların seviyelerden oluşmadıkları, grupla öğrenmeyi desteklemedikleri, mücadele barındırmadıkları, deney ve keşif ortamı sunmadıkları belirlenmiştir. Oyunlar genel olarak Bloom taksonomisine göre değerlendirildiğinde hatırlama, anlama ve uygulama basamaklarına orta düzeyde hitap ettiği, üst düzey öğrenme becerileri olan değerlendirme ve üretme basamaklarını sağlamadıkları görülmüştür.

Ready to Learn Online? Lessons from the COVID-19 Pandemic in Turkey

This paper deals with the impact of Turkey’s shift to remote learning after being hit by the Covid-19 crisis. It focuses on Turkey’s official digital education platform, namely the Education Information Network (EBA), which is used to continue primary, secondary and high school education uninterruptedly during the lockdowns.
 The paper investigates the impact of online learning by looking at the issue from the perspective of the government as well as the perspective of the stakeholders, which are directly or indirectly affected by the change from face-to-face to online learning. It asks to what extent the government could pursue an inclusive education policy during the crisis.
 As for the methodology, the paper employs document analysis and qualitative interviewing. The data are gathered from official state documents and a series of semi-structured interviews which were conducted with K-12 school teachers, students and parents in Turkey in January 2021.
 The paper argues that Turkey could achieve the goal of maintaining the educational services during the crisis with its existing digital infrastructure. However, it is significant to overcome the digital divide for the empowerment of the ICT-based distance learning and the achievement of an egalitarian and inclusive education.

Экспертиза образовательных программ ЕС: некоторые особенности сетевого взаимодействия (сотрудничество и общение)

The aim of the article is to discover some special features of expertize in the processes of EU educational programs realization. Such realization takes place at different levels in the process of network interactions (social communication and collaboration aspects). According to the Lisbon Treaty, European Community is striving for “knowledge economy”. There is some European research in the field of effective educational development by means of communication and coordination between European states. The main mechanism of such coordination is the creation of EU educational programs. The article demonstrates such characteristics of the Erasmus + Programme as the main goals and priorities in the field of education in the European countries in 2021–2027, both common and special for all levels of education (school, professional, adult education and youth work and sports); school education priorities as an example are given. Some special features of social communication and cooperative partnership at school level are looked through.Particular meaning isattached to the role of experts in the realization of Program Erasmus+ goals’. Experts who take part in the results analysis must disseminate the valuable experience received in certain countries among the rest. The aim of such work is to maximize effective development in the field of education. Some examples of experts’ work organization aregiven: TERENA –the Trans-European Research and Education Networking Association and NESET –Network of Experts on Social Dimension in Education and Training, and EURYDICE –the Eurydice Network is the Education Information Network in Europe. Key words: EU educational programs, expertize, educational development, educational priorities, network interaction, cooperative partnership, collaboration, social communication

THE EFFECT OF EBA AIDED TEACHING ON STUDENTS’ HEAT-TEMPERATURE AND MELTING - DISSOLVING CONCEPTIONS

In this study, the question of if the computer aided instruction remediates the misconceptions of elementary fourth grade students about “heat-temperature” and “melting-dissolving” was aimed to be determined. The study was designed according to pre-test and post-test experimental group design. The population was fourth grade students attending a primary school in Nigde, Turkiye during 2014-15 education and instruction year. The sample was 96 students, who were attending three primary schools at Yesilgolcuk district in Nigde. The research took a total of 12 hours during four weeks. The researcher made use of the videos and animations of Morpha Campus and Okulistic electronic contents in Education Information Network (EBA) to teach experimental group students by computer aided instruction. Misconception Test was administered to both experimental and control group students. The data were analysed by t test and Crosstab. SPSS Statistic 22 software was used in these analyses. As a result, Morpha Campus and Okulistic e-contents in EBA eliminated more misconceptions of experimental group students. Moreover, outgoing misconceptions were also decreased with the use of EBA instruction.

6. SINIF SOSYAL BİLGİLER DERSİ EBA VİDEOLARININ SOSYAL BİLGİLER PROGRAMIYLA UYUM

FATIH (Movement of Enhancing Opportunities and Improving Technology) Project was launched in cooperation with the Ministry of National Education and Ministry of Transportation on the date of 22.12.2010 as an innovation in the field of education in order to ensure the effective use of technology in education. EBA (Education Information Network) website, which can be easily accessed by both students and teachers and where electronic content and course materials are provided, was created within the scope of the FATIH Project. The aim of this study is to analyze the accordance of the video lectures within the scope of the 6th Grade Social Studies course on the EBA website with the learning outcomes stated in the Social Studies Curriculum and to identify the imperfections if any. In this way, it is aimed to reveal the content on the EBA website, which has become quite significant for education due to the pandemic period we live in today, add more content in the fields where imperfections are identified, and improve them. The case study, which is one of the qualitative research methods, was used in the study. The source and materials of the study consist of video lectures belonging to the 6th Grade Social Studies course content on the Education Information Network website and Social Studies Curriculum. The data were acquired through the "document review" method. The descriptive analysis method, which is a qualitative research technique, was used in data analysis. As a result of the findings obtained, it was concluded that the video lectures provided within the scope of the 6th Grade Social Studies course on the EBA website are in accordance with the learning outcomes stated in the social studies curriculum. On the other hand, it was determined that there are some imperfections in the video lecture content and the study shows similarities with many research results in this regard. In addition, the durations of the videos on the EBA website are short in a way not to exceed 1 to 3 minutes. For this reason, it is recommended to pay attention to the video lectures added to the EBA website being information-rich and longer by considering the learning outcome and information density.

Use of Education Information Network on Mathematics Achievements of Secondary School Students: The Teachers’ Views

The main aim of the research is to determine teachers' opinions on the impact of the Education Information Network, which is continuously updated and developed, on the success of studentds’ entering high school entrance exam in Turkey by means of necessary studies. Case study which is one of the qualitative research methods, was used in the study. The study group of the research consists of 25 mathematics teachers teaching mathematics in the 8th grade of secondary schools affiliated to the Ministry of Education in Sakarya province in the 2019-2020 academic year. Semi-structured interview technique, one of the qualitative research methods, was used in the study. In the research, as a data collection tool, "semi-structured interview form" developed by the researcher was used. In order to determine whether the questions in the interview form were suitable for the purpose of the interview or not, expert opinion was consulted. Necessary corrections were made in line with the suggestions and criticisms of the experts. Due to the pandemic process involved, the interviews with the teachers in the study were made via e-mail and the data obtained were analyzed by descriptive analysis method. In line with the findings obtained from the research data, the teachers stated that the acquisitions were positive, the course content provided for the high school entrance exam was sufficient, and the evaluation process was sufficient but insecure. Ensuring active participation of students in the course, adding content suitable for individual differences, eliminating technical deficiencies, eliminating inequality of opportunity, developing and improving in terms of content and materials were suggested by the participants.

World Experience in Organizing the Educational Process in the Discipline of «Physical Culture» in Higher Education Institutions During the Pandemic

The article is devoted to the research of the problem of organization of the educational process in the discipline «Physical Culture» in higher education institutions during the pandemic period. The aim of the article is to analyze and summarize the world research literature on the problem of research. It was found out: first, teachers and students faced technical difficulties; lack of educational resources; insufficient information literacy of teachers; the difficulty of implementing regular curricula online; secondly, these are psychological problems: in practical classes, traditional teacher-student communication has been replaced by student-computer-teacher communication; limited conditions for students to study at home and doubts about online physical education. But, despite the difficulties, the practice of physical education classes was as follows. In China, a mixed method of teaching physical education has been proposed – learning using an online course + push notifications of a public WeChat account, ie (synchronous and asynchronous learning). In Northern Macedonia, teachers used various forms, such as live online classes, recorded videos, student assignments, projects, or links to go. Weekly «movement diaries» were practiced in Hungary. In Italy, teachers were invited to teach through distance learning. In the US, SHAPE America has provided virtual online resources on health and physical education, #HPEatHome, including videos with theoretical and practical content. Teachers conducted online classes and performed one hour of physical activity daily. Teachers in Turkey read online courses through an educational information network called EBA, prepared by the Ministry of Education. Conclusions. The period of self-isolation, in world practice, has identified several types of distance learning that teachers have used to ensure the educational process of «Physical Education». This is synchronous and asynchronous learning, or blended learning. This is synchronous and asynchronous learning, or blended learning. Physical education teachers have gained a wealth of experience gained during the pandemic and can use it when they return to normal activities.

Examination of Teachers’ Educational Information Network (EBA) Awareness In Terms of Some Variables

Purpose: In Turkey, in order to ensure equal opportunities in education and to ensure the integration of technology into education, the Action to Increase Opportunities and Improve Technology Project (FATIH) is carried out by the Ministry of National Education (MEB). One of the five basic pillars of this project is an online social education platform “The Educational Informatics Network (EBA) which is presented free to students, teachers and parents and provides access to tens of thousands of educational contents. Although there are many opportunities and benefits that EBA provides to all its stakeholders, it is not known whether teachers who are the planners and practitioners of the teaching process are aware of what they can do with this platform. With this research, it is aimed to reveal the EBA awareness of the teachers working in MEB schools and to examine these awareness in terms of many variables such as the province they work, branch, school type, the professional experience, the education level, the situation of receiving EBA education or not. Design/Methodology/Approach: 244 teachers participated in the study. In order to collect data, a survey model was used., The data was collected through the Personal Data Form and the “Teacher EBA Awareness Scale " developed by the researchers. Findings: As a result of descriptive analysis and comparisons, teachers' awareness of EBA was found to be “medium” and it was determined that this awareness differed from significantly according to the variables of branch, school type, number of technological tools owned, the ability of using technology, the status of training related to EBA, the status of being aware of the update made in EBA, number of EBA modules used and frequency of EBA use. However, it was determined that the status of having BTR teachers in schools were found to be unaffected by the variables. Highlights: Since it is important to be informed about the platform in the use of the EBA, it is thought that new applications and features published on the platform should be announced to the teachers, measures should be taken to share them and more effective methods should be used for promotion.

Investigation of the Effect of Augmented and Virtual Reality Applications in E-Learning on Students' Use of Microscopes

The purpose of this study is to determine the effects of applications developed with augmented and virtual reality technologies on subjects that require the use of microscopes in the e-learning process in science lessons on students' academic achievement, course engagement and self-efficacy beliefs in microscope use. The research was conducted in a quasi-experimental design with three groups, two experimental and one control. In this process, the teaching practices towards the control group (CG) were conducted with the use of the course presentations prepared by the researchers and the content of the Education Information Network related to the subjects covered in the research. While the students in the augmented reality experimental group (AREG) were taught with the same course presentations and augmented reality microscope application (MikrosAR), the students in the virtual reality experimental group (VREG) were taught with the same course presentations and virtual reality microscope application (MikrosAR2). In the study, data were collected through an academic achievement test, a scale of self-efficacy belief in microscope use, a course engagement scale and an observation form. The relationship between pre-test and post-test scores was performed using Kruskal–Wallis one-way analysis of variance. Observation data obtained from learning environments were calculated as frequency and presented by digitizing. Correlation analysis was applied to determine the relationship levels of the variables discussed in the study. According to the results, it was seen that there was no significant difference between the groups in terms of academic achievement, and all the materials used in the groups related to the subject had an equal effect on the students in the e-learning environment. Furthermore, it was observed that students in VREG had significantly higher self-efficacy beliefs in microscope use than students in AREG, therefore, the use of virtual reality technology in the e-learning environment had a positive effect on students' self-efficacy beliefs in microscope use. In addition, it was concluded that the students had a high level of productive interaction in practices, and no difference was observed between the groups in their participation in class. Moreover, it can be stated that course engagement in the e-learning environment is effective on the academic achievement of the student.

OPINIONS OF SECONDARY SCHOOL MUSIC TEACHERS ON THE USE OF EBA (EDUCATIONAL INFORMATION NETWORK): SAMPLES OF ŞANLIURFA

With this research, it is aimed to determine the opinions of secondary school music teachers about the use of EBA. In line with the purpose of the research, the opinions of secondary school music teachers were taken by using the scanning model. The study group of the research consists of 22 music teachers working in ġanlıurfa in the 2021-2021 academic year. In order to collect data in the research, a semi-structured interview form was applied to the teachers. The data obtained as a result of the application were processed and descriptive analysis was made. As a result of the research, teachers related to EBA; They frequently use 'Live Lessons', 'Lessons' and 'My Page' modules, EBA contributes to them and the students, they do not have access problems to EBA, but students have access problems, they prefer 'Mobile Application' when using EBA, ' It was concluded that they performed the 'Live Lesson' module over the 'Zoom' application and did not record it, that they did not find the music lesson contents in the EBA sufficient, that they produced content and made the contents produced outside of the EBA accessible to the students. Keywords: Education Information Network, Distance Learning, Music Lesson

Assessment and Evaluation Applications and Practices of Science and Physics Teachers in Online Education during Covid-19

The Covid-19 epidemic, which deeply affected educational practices all over the world, caused significant difficulties in the process of effective evaluation of students with the suspension of face-to-face education. This research deals with the assessment-evaluation methods applied by science and physics teachers in the online education process in high schools due to the Covid-19 pandemic in Turkey, and with the problems they have experienced in this process and with the proposed solutions. The research covers a 13-week period. A total of 65 teachers were included in the research. Qualitative method and phenomenology design was used in this research. Qualitative findings were evaluated with content analysis. During the online education period, it was determined that the teachers made assessments by sending questions and exams to the students via the Education Information Network (EBA), and sharing individual and group questions on social media, and there was no evaluation due to insufficient student participation in the courses. Alternative assessment-evaluation methods are mostly preferred by teachers who are open to academic development and a high level of digital literacy. Considering that online education applications are inevitable in emergency situations such as epidemics, the development of eligible assessment and evaluation applications and practices for online education is necessary as well as their presentation to teachers under the guidance of action researchers.

Teachers’ Views Regarding the Implementation of Education Programs in Distance Education through the EBA Platform During the Covid-19 Pandemic

: The purpose of this study is to evaluate the implementation of the programs in distance education through the Education Information Network (EBA) platform due to the Covid-19 pandemic according to teachers’ opinions. In the study, the case study method, one of the qualitative research methods, was used. A semi-structured questionnaire with open-ended questions was given to 107 teachers. The data obtained were examined using content analysis. According to the study results, in “EBA Internet” and “EBA Live Class,” teachers stated that not having information about activities suitable for distance education and limited interaction with students were the difficulties they have faced. The teachers stated that the contents in the EBA are suitable for the targeted learning outcomes. Still, they are qualitatively simple, insufficient, and most of them cannot be accessed. They also stated that they had difficulty carrying out assessment and evaluation in their teaching activities due to insufficient measurement content suitable for the class level in the EBA platform. The students did not want to answer the questions in distance education courses. In addition, teachers suggested that learning with games, movies, songs, visuals, experiments, and STEM activities should be added for the programs to be implemented more efficiently on the EBA platform. Furthermore, an application that makes the board more practical and useful in live lessons should be created.