Effects of educational blogging on perceptions of science and technology education students toward web as a learning tool

Bu çalışmanın amacı eğitimsel blog yayıncılığının Fen ve Teknoloji Eğitimi programındaki lisans öğrencilerinin bir öğrenme aracı olarak Web’e yönelik algıları (örneğin, tutum, öz-yeterlik) üzerindeki etkilerini incelemektir. Ayrıca, bu çalışma eğitimsel blog yayıncılığının fen ve teknoloji eğitimi öğrencilerinin bir öğrenme aracı olarak Web’e yönelik algılarına katkıları, alandaki bilgilerine katkıları ve eğitimsel blog yayınlamanın avantajları ve dezavantajları hakkındaki görüşlerini incelemektedir. Bu çalışmanın metodolojik çerçevesi tek grup öntest - sontest tasarımı ve nitel veri toplama yaklaşımlarından gözlem, mülakat ve doküman analizlerinden oluşmaktadır. Araştırmanın tek grup öntest ve sontest bölümüne gönüllü olarak toplam 32 öğrenci ve mülakatlara da 25 öğrenci katılmıştır. Bulgular eğitimsel blog yayıncılığının öğrencilerin kullanılabilirlik, öz-yeterlik, duyuşsal alan ve Web-tabanlı öğrenme alt ölçeklerindeki tutumlarına olumlu katkı yaptığını göstermektedir. Ayrıca, nitel bulgular eğitimsel blog yayıncılığının öğrencilerin alandaki bilgilerine ve bir öğrenme aracı olarak Web’e yönelik algılarına ve düşüncelerine olumlu katkı yaptığını işaret etmektedir.

Eğitimsel blog yayıncılığının fen ve teknoloji eğitimi öğrencilerinin bir öğrenme aracı olarak web’e yönelik algıları üzerine etkileri

The purpose of this study is to investigate effects of educational blogging on perceptions (e.g., attitude, self-efficacy) of undergraduate students in Science and Technology Education program toward Web as a learning tool. In addition, this study examines opinions of the Science and Technology Education students about contribution of educational blogging to the students’ perceptions toward Web as a learning tool, knowledge in the field, and advantages and disadvantages of educational blogging. The methodological frame of this study is based on both one group pre-test and post-test design, and qualitative approaches including observations, interviews and document analyses. A total of 32 undergraduate students voluntarily participated in the pre-test and post-test sections, and 25 students participated in the interviews. The findings indicate that educational blogging have positive effects over the students’ attitudes on the usability, self-efficacy, affective and Web-based learning subscales. In addition, the qualitative findings reveal positive contributions of educational blogging to the students’ knowledge in the field, and to the perceptions and thoughts of the students toward Web as a learning tool.

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