Anadolu Türk Eğitim Dergisi
Yazarlar: Nurullah KILINÇ, nadire karademir
Konular:-
DOI:
Anahtar Kelimeler:Pandemic,Geography Education,Distance Education,Achievements.
Özet: As the pandemic affected all sectors in the world, it caused many changes in the field of education too. Especially distance education applications have become an important part of our lives. Due to frequent earthquakes and adverse weather conditions in Turkey, there are occasions when schools need short-term or long-term holidays. In such cases in Turkey, it is necessary to put distance education in a healthy structure in order to continue education as healthy as possible. In Turkey, as in other branches of science, the Education Information Network (EBA) online social education platform is also used in geography teaching. The aim of this study is to reveal the general situation of geography education during the pandemic period and the realization levels of these gains through the 9th grade gains through the views of geography teachers. 10 geography teachers from Kahramanmaraş province participated in the study. Questions were asked to the geography teachers through the semi-structured interview form we prepared. 85 percent of the geography teachers who participated in the research continued to teach geography lessons as much as they could during the pandemic period when the schools were vacationed. Various opportunities are provided for students to keep up with geography lessons. Efforts have been made to maintain communication through EBA and other educational and social networks. In this context, various course videos, questions, activities were delivered to the students. It was also observed that they were in contact with the parents of the students. It was stated that some of the students participating in the study could not attend the live lessons due to the lack of devices such as computers and tablets. Occasional connection problems of the live lessons on the EBA platform and problems such as time limitation due to the program have emerged. However, it was stated that these problems decreased as a result of the measures taken by the ministry over time, but the problems still continue. It was stated that the parents were generally uninterested in this process and could not adequately follow the students during the live lesson. The participation levels of the students in the lessons did not reach the desired level. It was stated that it would be beneficial for the geography teachers participating in the study to receive training on digital content development from geography subjects. It has emerged that the infrastructure of EBA should be strengthened so that all students can benefit at the same time and at the time they want.