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Assessment and Evaluation Applications of Problem-Based Activities in Hybrid Learning Environments

Year 2023, , 849 - 867, 26.12.2023

Ahmet Kumaş

https://doi.org/10.30703/cije.1242812

Abstract

Students who face problems such as pandemics, disasters, and transportation cannot follow the lessons simultaneously with their peers in the classroom. In such cases, online and hybrid learning applications are used to provide interactive learning. The aim of this study was to provide alternative assessment-evaluation practices that would involve students as active participants in the learning process in hybrid learning environments in physics lessons. This study used the developmental-critical action research model. The research was conducted under the guidance of the researcher with 33 students from the 11th grade at the high school where the researcher worked as a physics teacher for 12 years. The data was obtained with the help of rubrics, interviews, and documents. Documents and interviews were evaluated using content analysis, and rubric data were evaluated with descriptive analysis. Peer evaluation, peer group evaluation, rubric, analogy map, and documents were used as measurement and evaluation tools in order to increase the interactions of students who were considered as disadvantaged groups in hybrid learning environments and who attended online courses to higher levels. The results of the problem-based learning (PBL) applications revealed that students faced with real-life problems through measurement and evaluation. As a result of this situation, students' interactions within and between groups improved, individual and group responsibilities increased, and positive gains were achieved in the learning process.

Keywords

Problem-based learning assessment and evaluation hybrid learning physics teaching online learning

References

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Hibrit Öğrenme Ortamlarında Probleme Dayalı Etkinliklerin Ölçme-Değerlendirme Uygulamaları

Year 2023, , 849 - 867, 26.12.2023

Ahmet Kumaş

https://doi.org/10.30703/cije.1242812

Abstract

Salgın, afet ve ulaşım gibi problemlerle yüzleşen öğrenciler, dersleri sınıftaki akranları ile birlikte eş zamanlı olarak takip edememektedirler. Bu gibi durumlarda etkileşimli öğrenme sağlanabilmesi için çevrimiçi ve hibrit öğrenme uygulamalarına başvurulmaktadır. Bu çalışmanın amacı, fizik dersinde hibrit öğrenme ortamlarında öğrencileri öğrenme sürecinin aktif katılımcıları olarak sürece katacak alternatif ölçme-değerlendirme uygulamalarının sağlanmasıdır. Araştırmada nitel araştırma yöntemi kapsamında geliştirici-eleştirel eylem araştırması modeli kullanılmıştır. Araştırma, araştırmacının 12 yıl fizik öğretmenliği yaptığı lisede 11. sınıftan 33 öğrenci ile araştırmacı rehberliğinde yürütülmüştür. Veriler, dereceli puanlama anahtarı, görüşme ve dokümanlar yardımı ile elde edilmiştir. Doküman ve görüşmeler içerik analizi, dereceli puanlama anahtarı verileri betimsel analiz ile değerlendirilmiştir. Hibrit öğrenme ortamlarında dezavantajlı gruplar olarak nitelendirilen ve derslere çevrimiçi katılan öğrencilerin etkileşimlerinin üst düzeylere çıkarılabilmesi için ölçme-değerlendirme aracı olarak akran değerlendirme, akran grup değerlendirme, dereceli puanlama anahtarı, analoji haritası ve dokümanlardan yararlanılmıştır. Probleme dayalı öğrenme (PDÖ) uygulamaları sonucunda ölçme-değerlendirmeler ile öğrenciler gerçek yaşam problemleri ile yüzleşmişlerdir. Bu durum sonucunda, öğrencilerin grup içinde ve gruplar arasında etkileşimleri gelişerek, bireysel ve grup sorumlulukları üst düzeylere çıkmış ve öğrenme sürecinde olumlu kazanımlar elde edilmiştir.

Keywords

Probleme dayalı öğrenme ölçme-değerlendirme hibrit öğrenme fizik öğretimi çevrimiçi öğrenme

Thanks

Araştırma sürecinde desteklerini esirgemeyen tez danışmanım Prof. Dr. Ahmet Zeki SAKA'ya ve sürece aktif ve gönüllü katılım sağlayan sevgili öğrencilerime teşekkürlerimi bir borç bilirim.

References

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  • Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380-400.
  • Ateş, H. (2022). Pandemi süreci bağlamında öğretmen yetiştirmede ve eğitimde bilişim teknolojisinin kullanımının artan önemi. AJIT-e: Academic Journal of Information Technology, 13 (49) , 90-106. https://doi.org/10.5824/ajite.2022.02.002.x
  • Bara, G., & Xhomara, N. (2020). The Effect of Student-Centered Teaching and Problem-Based Learning on Academic Achievement in Science. Journal of Turkish Science Education (TUSED), 17(2).
  • Bashir, A., Bashir, S., Rana, K., Lambert, P., & Vernallis, A. (2021, August). Post-COVID-19 adaptations; the shifts towards online learning, hybrid course delivery and the implications for biosciences courses in the higher education setting. In Frontiers in Education (Vol. 6, p. 711619). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.711619
  • Bayrak, N. & Bayrak, G. (2021). Eğitimde teknoloji kullanımı içerikli hizmet içi eğitim kurslarının öğretmenlerin teknolojik pedagojik alan bilgisi özgüvenine etkileri. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 18 (1) , 1009-1041. https://doi.org/10.33711/yyuefd.957385
  • Bonakdarian, E., Whittaker, T., & Yang, Y. (2010). Mixing it up: more experiments in hybrid learning. Journal of Computing Sciences in Colleges, 25(4), 97-103.
  • Cain, W., Sawaya, S., & Bell, J. (2013). Innovating the hybrid small group model in a synchromodal learning environment. In EdMedia+ Innovate Learning (pp. 1333-1339). Association for the Advancement of Computing in Education (AACE).
  • Chen, R. (2021). A review of cooperative learning in EFL Classroom. Asian Pendidikan, 1(1), 1-9. https://doi.org/10.53797/aspen.v1i1.1.2021
  • Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
  • Daly, M. C., Buckman, S. R., & Seitelman, L. M. (2020). The unequal impact of COVID-19: Why education matters. FRBSF Economic Letter, 17, 1-5. https://EconPapers.repec.org/RePEc:fip:fedfel:88277
  • Dark, M. L. (2005). Using science fiction movies in introductory physics. The Physics Teacher, 43(7), 463-465.
  • Demir, Ö. (2023). Another brick in the wall of ed-tech failures? A systematic literature review of the FATIH project in Turkey from the perspective of in-service teachers. Learning, Media and Technology, 1-15.
  • Duran, M. & Fossum, P. (2010). Öğretmen eğitiminde bilgi ve iletişim teknolojileri entegrasyonu: Bölüm 2—Model uygulaması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11 (3) , 169-187 . Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59502/855339
  • Esterwood, E., & Saeed, S. A. (2020). Past epidemics, natural disasters, COVID19, and mental health: learning from history as we deal with the present and prepare for the future. Psychiatric quarterly, 91(4), 1121-1133. https://doi.org/10.1007/s11126-020-09808-4
  • Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635.
  • Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8(4), 597-607.
  • Günter, T., & Alpat, S. K. (2017). The effects of problem-based learning (PBL) on the academic achievement of students studying ‘Electrochemistry’. Chemistry Education Research and Practice, 18(1), 78-98.
  • Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13, 1089-1113.
  • Hanrahan, S. J., & Isaacs, G. (2001). Assessing self-and peer-assessment: The students' views. Higher Education Research & Development, 20(1), 53-70.
  • Jena, P. K. (2020). Online learning during lockdown period for covid-19 in India. International Journal of Multidisciplinary Educational Research (IJMER), 9.
  • Kan, S., & Zeki Saka, A. (2021). The comparison of Problem Based and Project Based Learning methods in Physics teaching. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 23(3.), 731-765. https://doi.org/10.15516/cje.v23i3.3570
  • Kazu, I. Y., & Yalçin, C. K. (2022). Investigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study. International Journal of Progressive Education, 18(1), 249-265.
  • Kelley, E. W. (2021). LAB theory, HLAB pedagogy, and review of laboratory learning in chemistry during the COVID-19 pandemic. Journal of Chemical Education, 98(8), 2496-2517. https://doi.org/10.1021/acs.jchemed.1c00457
  • Kondracki, N. L., Wellman, N. S., & Amundson, D. R. (2002). Content analysis: Review of methods and their applications in nutrition education. Journal of nutrition education and behavior, 34(4), 224-230. https://doi.org/10.1016/S1499-4046(06)60097-3
  • Kumas, A., & Kan, S. (2021). Assessment and Evaluation Applications and Practices of Science and Physics Teachers in Online Education during COVID-19. International Journal of Education and Literacy Studies, 9(4), 163-173.
  • Kumaş, A. (2008). Yeryüzünde hareket ünitesinde işbirlikli öğrenme gruplarında probleme dayalı öğrenme uygulaması ve değerlendirilmesi. Unpublished master’s thesis, Karadeniz Teknik Üniversitesi, Trabzon.
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Details

Primary Language Turkish
Subjects Computer Based Exam Applications
Journal Section Research Article
Authors

Ahmet Kumaş 0000-0002-2898-9477

Publication Date December 26, 2023
Published in Issue Year 2023

Cite

APA Kumaş, A. (2023). Hibrit Öğrenme Ortamlarında Probleme Dayalı Etkinliklerin Ölçme-Değerlendirme Uygulamaları. Cumhuriyet Uluslararası Eğitim Dergisi, 12(4), 849-867. https://doi.org/10.30703/cije.1242812

e-ISSN: 2147-1606

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