The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education

Autor/inn/en	Akgunduz, Devrim; Akinoglu, Orhan
Titel	The Effect of Blended Learning and Social Media-Supported Learning on the Students' Attitude and Self-Directed Learning Skills in Science Education
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 15 (2016) 2, S.106-115 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Science Instruction; Blended Learning; Student Attitudes; Grade 7; Elementary School Students; Foreign Countries; Pretests Posttests; Experimental Groups; Control Groups; Conventional Instruction; Technology Uses in Education; Surveys; Statistical Analysis; Social Media; Nonparametric Statistics; Likert Scales; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Survey; Umfrage; Befragung; Statistische Analyse; Soziale Medien; Likert-Skala; Türkei
Abstract	The main purpose of this study is to investigate the effect of blended learning and social media supported learning on the students' attitude and self-directed learning skills in Science Education. This research took place with the 7th grade 74 students attending to a primary school in Kadikoy, Istanbul and carried out "Our Body Systems" unit at 2011-2012 Academic Year. The design of the study was pretest-posttest control group design. Control Group is taught by using the traditional face to face approach with the 5E learning cycle, one of the experimental groups received blended learning model (face to face and internet based learning) with the 5E learning cycle and the other experimental group received social networking supported based on face to face approach and the 5E learning cycle model. Data were collected using the Science Teaching Attitude Scale and the Self-directed Learning Skills Scale. Quantitative data were analyzed by One-Way Anova, t-Tests and Kolmogorov Smirnov-Z Test of SPSS 17 Statistic Program. As a result, while blended learning experimental group increase science attitude and self-directed learning skills significantly than the control group; social media supported learning group has a positive impact on attitude and self-directed learning skills, although this change didn't make a significant difference compared with the control group. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01