Teachers’ Understanding of Blended Learning in Science Classroom
- 10.2991/aer.k.211215.091How to use a DOI?
- Teacher’s understanding; Blended learning; Science classroom
The adoption of blended learning in this digital era is pervasive. The learning approach is considered as a solution to overcome the disadvantages of fully face-to-face and only learning. However, do science teachers have a sufficient level of understanding of blended learning in science classrooms? To provide an answer to the question, this current study involved 53 science teachers from 40 secondary schools in a particular region in Indonesia. All of the teachers have been implementing blended learning in their classrooms. Using a case study design, two data collection methods including a test and artifact analysis are implemented to explore the teachers’ understanding of blended learning in science classrooms. The author-designed test consisted of 10 multiple choice questions which were distributed to participants using the online application. The teachers’ teaching artifacts in the form of lesson plans were analyzed using a scoring rubric. All collected data were analyzed separately, then the results were compared and compiled to triangulate the findings. The research findings revealed the fact that most of the participating teachers had insufficient understanding of blended learning in science contexts. The level of understanding influenced teachers’ teaching approach which was apparent in their lesson plans. The implications of the results of the current study are also discussed.
- © 2021 The Authors. Published by Atlantis Press International B.V.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Enny Susiyawati AU - Erman AU - Martini AU - Ahmad Qosyim AU - Dyah P. Sari PY - 2021 DA - 2021/12/16 TI - Teachers’ Understanding of Blended Learning in Science Classroom BT - Proceedings of the International Joint Conference on Science and Engineering 2021 (IJCSE 2021) PB - Atlantis Press SP - 538 EP - 543 SN - 2352-5401 UR - https://doi.org/10.2991/aer.k.211215.091 DO - 10.2991/aer.k.211215.091 ID - Susiyawati2021 ER -