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Thematic content analysis of science lesson videos uploaded to YouTube platform in the Covid-19 era

Year 2022, Volume: 5 Issue: 4 - ICETOL 2022 Special Issue, 1185 - 1202, 10.12.2022

Ayberk Bostan Sarıoğlan Ayşe Çelik

https://doi.org/10.31681/jetol.1151197

Abstract

Students started to continue their education from online platforms when they could not receive face-to-face education due to Covid-19. So, various instructional videos have been shared on the YouTube platform by the teachers and education researchers. The study aimed to analyze the videos shared in the field of science education on the YouTube platform during the Covid-19 period. For this purpose, the keywords (“science lesson” and “secondary school science lesson”) were searched in the YouTube search engine and the videos taken by the teachers and shared during the pandemic period were examined. Thematic content analysis method was used in the research. The videos were analyzed according to the parameters of the shared date, the location of the teacher who shot the video, the grade level, the subject area, the method of the video, their suitability for the learning outcome and the compatibility of the content information with scientific knowledge. The following issues were revealed in the findings: Between 23 March and 15 May 2020, when distance education continued, there was a large number of video sharing. The number of videos in which no information was given that the teachers who shot videos worked in any institution was higher than the others. There were many videos shot for 8th graders. It was concluded that the videos were generally shot on living things and the subject area of life, the question-solving method was mostly used in the videos, and the experiment/activity was rarely included in the videos. It has been concluded that there are a large number of videos that are suitable for the relevant acquisition and that the content information is suitable for scientific knowledge. Necessary suggestions were expressed in line with the results obtained.

Keywords

Covid-19 Distance education YouTube Science education Thematic content analysis

References

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Year 2022, Volume: 5 Issue: 4 - ICETOL 2022 Special Issue, 1185 - 1202, 10.12.2022

Ayberk Bostan Sarıoğlan Ayşe Çelik

https://doi.org/10.31681/jetol.1151197

Abstract

References

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  • Akgündüz, D., & Akınoğlu, O. (2016). The effect of blended learning and social media-supported learning on the students' attitude and self-directed learning skills in science education. Turkish Online Journal of Educational Technology-TOJET, 15(2), 106-115.
  • Alqahtani, E. (2020). The digital family in a traditional society: Attitudes of Saudi young people and parents towards the use of social media in family communication. Doctoral dissertation, Cardiff University.
  • Arklan, Ü., & Kartal, N. Z. (2018). Y kuşağının içerik tüketicisi olarak Youtube kullanımı: Kullanım amaçları, kullanım düzeyleri ve takip edilen içerikler üzerine bir araştırma [Youtube usage by Y generation as a content consumer: Study on usage purposes, usage levels and followed contents]. Gümüşhane Üniversitesi İletişim Fakültesi Elektronik Dergisi, 6(2), 929-965.
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  • Ayaz, E. (2021). İlkokul fen bilimleri dersinin pandemi dönemi uzaktan eğitimine ilişkin öğretmen ve ebeveyn görüşlerinin incelenmesi [Examination of teacher and parent opinions regarding distance education during the pandemic period of primary school science course]. Uludağ Üniversitesi Eğitim Fakültesi Dergisi [Journal of Uludag University Faculty of Education], 34(1), 298-342.
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  • Benzer, S., & Akkaya, M. M. (2021). Pandemi sürecinde fen bilimleri alanında uzaktan eğitim [Distance education in the field of science in the pandemia process]. SBedergi, 5(8), 19-46.
  • Bostan Sarıoğlan, A., Şen, R., & Altaş, R. (2021). What do secondary school students think about experimental practices in science lessons taught in distance education?. Journal of Educational Technology & Online Learning, 4(2), 193-214.
  • Bostan Sarıoğlan, A., Altaş, R., & Şen, R. (2020). Uzaktan eğitim sürecinde fen bilimleri dersinde deney yapmaya ilişkin öğretmen görüşlerinin araştırılması [Investigation of teachers' views about experimenting in science course during distance education]. Milli Eğitim Dergisi, 49(1), 371-394.
  • Boyraz, D. S., Hacıoğlu, Y., & Aygün, M. (2016). Argümantasyon ve kavram karmaşası: Erime ve çözünme [Argumentation and concepts confusion: Melting and dissolving]. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 36(2), 233-267.
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) Pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142.
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (Covid-19) pandemic and pedagogical reflections: The applied on open and distance education applications in Turkey]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53.
  • Chen, M. (2010). Education nation: Six leading edges of innovation in our schools. San Francisco: Jossey-Bass.
  • Chrzanowski, M. M., Grajkowski, W., Zuchowski, S., Spalik, K., & Ostrowska, E. B. (2018). Vernacular misconceptions in teaching science-types and causes. Journal of Turkish Science Education, 15(4), 29-54.
  • Çağlar, C. (2010). Karma eğitim sisteminin öğrenci görüşleri ile değerlendirilmesi (Sakarya Üniversitesi Örneği) [The evaluation of blended learning system with students’ opinions (Sakarya University sample)]. Yayınlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi Sosyal Bilimler Enstitüsü. (Master's thesis, Sakarya University).
  • Çalık, M., Ayas, A., & Ebenezer, J. V. (2009). Analogical reasoning for understanding solution rates: Students’ conceptual change and chemical explanations. Research in Science and Technological Education, 27(3), 283-308.
  • Çalık, M., & Sözbilir, M. (2014). Parameters of Content Analysis. Education and Science, 39(174), 33-38.
  • Çoruhlu, T. Ş., & Aydoğan, U. (2021). Sınıf öğretmenlerinin uzaktan eğitim sürecinde karşılaştıkları problemlerin tespit edilmesi [Determining the problems faced by the primary school teachers in distance education]. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 10(2), 61-79.
  • Demir, E. (2014). Uzaktan eğitime genel bir bakış [Overview of distance education]. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 39, 203-212.
  • Demir, F., & Özdaş, F. (2020). Covid-19 sürecindeki uzaktan eğitime ilişkin öğretmen görüşlerinin incelenmesi [Examining teachers’ opinions related to distance education in the covid-19 process]. Milli Eğitim Dergisi, 49(1), 273-292.
  • Dikmen, S., & Bahçeci, F. (2020). Covid-19 pandemisi sürecinde yükseköğretim kurumlarının uzaktan eğitime yönelik stratejileri: Fırat Üniversitesi örneği [Strategies of higher education institutions for distance education in the covid-19 pandemic process: Example of Fırat University]. Turkish Journal of Educational Studies, 7(2), 78-98.
  • Dolu, G. (2021). Determination of science teaching students learning of several concepts of radyoactivity subject taught with emergency remote education and students’ opinions on emergency remote education. Journal of Educational Technology & Online Learning, 4(4), 702-725.
  • Donnelly, R., & Patrinos, H. A. (2021). Learning loss during COVID-19: An early systematic review. Prospects, 1-9. https://doi.org/10.1007/s11125-021-09582-6
  • Durak, G., & Cankaya, S. (2018). The current state of the art in learning spaces: A systematic review study. International Journal of Emerging Technologies in Learning (iJET), 13(11), 208–224. https://doi.org/10.3991/ijet.v13i11.9247
  • Dursun, G., Çavuş Güngören, S., & Aksüt, P. (2021) Sosyal medya araçlarının fen eğitiminde kullanımına ilişkin öğrenci görüşleri: Covid-19 pandemisi. 14. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Burdur, Türkiye.
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There are 59 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ayberk Bostan Sarıoğlan 0000-0002-2320-9427

Ayşe Çelik 0000-0002-4214-2838

Early Pub Date October 18, 2022
Publication Date December 10, 2022
Published in Issue Year 2022 Volume: 5 Issue: 4 - ICETOL 2022 Special Issue

Cite

APA Bostan Sarıoğlan, A., & Çelik, A. (2022). Thematic content analysis of science lesson videos uploaded to YouTube platform in the Covid-19 era. Journal of Educational Technology and Online Learning, 5(4), 1185-1202. https://doi.org/10.31681/jetol.1151197
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