Examining secondary students’ perceptions of the technology-based learning and teaching in science courses
Yazarlar (1)
Prof. Dr. Tufan İNALTEKİN Kafkas Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(SCOPUS dergilerinde yayınlanan tam makale)
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| Dergi Adı | World Journal on Educational Technology: Current Issues (WJET) | ||
| Dergi ISSN | 1309-0348 Dergi Bilgileri (2020) | ||
| Dergi Tarandığı Indeksler | ERIC | ||
| Makale Dili | İngilizce | Basım Tarihi | 04-2020 |
| Kabul Tarihi | – | Yayınlanma Tarihi | 30-04-2020 |
| Cilt / Sayı / Sayfa | 12 / 2 / 71–83 | DOI | 10.18844/wjet.v12i2.4628 |
| Makale Linki | http://www.wj-et.eu/ | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| The aim of this research is to examine the perceptions of technology-based learning and teaching in the science courses of secondary school students. This research sample is made up of 396 students studying in the eighth grade of seven secondary schools in the center of Kars, Turkey. This research includes a case study design. As a data collection tool, an important technical drawing is used in the literature of science education to reveal the mental approaches of individuals against facts and events. Data are analysed through drawing analysis. This research reveals three key conclusions. First, it is understood that the perception of students in the eighth grade of secondary schools for the use of technology in existing science courses is largely composed of smart boards. Second, it is understood that the technological systems that students demand in science courses should be designed specifically in a way that they can use independently. Third, it has shown that smart boards among the technological systems are largely in the grip of science teachers, but students are not able to use these technological systems adequately in the courses. Keywords: Science courses, secondary school students, technology-based teaching, drawing analysis. |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Yöksis | 14 |