Akademik Veri Yönetim Sistemi
Hacettepe Egitim Dergisi, cilt.36, sa.3, ss.509-526, 2021 (Scopus)
The aim of this study was to examine blended learning studies published between 2003-2018 in the field of science education with the thematic content analysis method. For this purpose, national and international databases were scanned, and a total of 63 studies were examined by thematic content analysis method. The studies were examined considering the themes; “aim”, “method / pattern”, “sample level”, “sample size”, “the subject of blended learning”, “data collection tool”, “data analysis method”, “online system used in blended learning”, “blended learning model”, “result” and “suggestion”. Results showed that the majority of the studies were conducted to determine the effect of blended learning on the related dependent variables such as achievement and attitude. It was found that the sample size of the blended learning studies was mostly small (N<150), these studies were mostly conducted with undergraduate students in biology subjects and MOODLE was the most used learning management system in these studies. In addition, it was determined that the quantitative methods were mostly preferred in the studies and the achievement/conceptual understanding / skill tests and attitude / motivation scales were frequently used as data collection tools. It was found that in most studies, the model used for the blended learning environment was not specified. In the light of the findings, it is recommended that the future studies should be carried out with large sample size, with grades 3-12 and in-service science teachers, in other areas of science rather than biology and the blended learning models in these studies should be conducted by comparing them with each other.