Preservice teachers perceptions about the use of blended learning in a science education methods course

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dc.contributor.authorOzkan Yılmaz
dc.contributor.authorKathy Malone
dc.date.accessioned2025-08-20T04:04:32Z
dc.date.available2025-08-20T04:04:32Z
dc.date.issued2020-01-01
dc.description.abstract This quantitative study examined preservice elementary teachers’ perceptions of a blended learning design in a science education methods course in Turkey. A post‑test survey revealed overall positive attitudes toward the blended format; however, participants reported that certain technical aspects of the online learning environment impeded their learning experience :contentReference[oaicite:0]{index=0}, en
dc.identifier.citationYılmaz, O.; Malone, K. (2020). Smart Learning Environments, 7(1):1–21. https://doi.org/10.1186/s40561-020-00126-7en
dc.identifier.doi10.1186/s40561-020-00126-7
dc.identifier.urihttps://doi.org/10.1186/s40561-020-00126-7
dc.identifier.urihttps://nur.nu.edu.kz/handle/123456789/9654
dc.language.isoen
dc.publisherSpringerOpen
dc.relation.ispartofSmart Learning Environmentsen
dc.rightsOpen accessen
dc.sourceSmart Learning Environments, 7(1), 1–21, (2020)en
dc.subjectblended learningen
dc.subjectpreservice teachersen
dc.subjectscience educationen
dc.titlePreservice teachers perceptions about the use of blended learning in a science education methods courseen
dc.typeJournal Articleen

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