Özet:

National informatics projects such as E-Government and FATIH project have an important place in order for our country to become productive in the digitalized world and to use technology correctly and effectively (Çubukçu & Bayzan, 2013). In the educational environment, technological tools such as interactive whiteboards and the internet are used in our schools. The teaching of lessons with interactive whiteboards in schools has increased with the FATIH project (Yıldızay & Çetin, 2018). Another education platform that offers digital content is the Education Informatics Network (EIN, in Turkish, Eğitim Bilişim Ağı [EBA]) platform. After the detection of the first cases in Turkey, face-to-face education was interrupted and education began to be continued as distance education. With the beginning of the distance education period, education services were started to be provided to students through 3 different channels or the EBA platform in cooperation with TRT. With the arrangements made, it is aimed to carry out the process efficiently by following the lesson programs of the students studying at different education levels on the EBA platform, and to enable the teachers and students to attend the lessons online with the live lessons created by the teachers on the EBA platform (Ministry of National Education [MoNE], 2020). The aim of the study is to determine the attitudes of science teachers towards the use of EBA. In our age, technology is advancing rapidly. In this age, it is thought that our teachers should have knowledge about the use of digital tools and transfer this knowledge to their students. Therefore, it becomes necessary to determine the attitudes of science teachers towards the use of EBA. In the curriculum of developed and developing countries, it is aimed to train people who can easily adapt to technology, create new technological products and knowledge, and use these technologies in the desired way. In the research, the method of survey the relationship between the attitudes of science teachers towards the EBA from the quantitative research method was used. Descriptive studies are studies that describe a given situation as precisely and carefully as possible (Büyüköztürket al., 2020). The sample of the research consists of science teachers working in the secondary school affiliated to the Ministry of National Education in the Southeastern Anatolia Region in the 2021-2022 academic year. Science teachers working in these schools were tried to be reached and 172 teachers were volunteered to participate in the study. Participants participating in the study were determined by simple random sampling from the random sampling method. The simple random sampling method is defined as the method in which the selected ones will be sampled by giving the same chance probability to each sampling unit (Büyüköztürk et al., 2020). It was determined that 60.5% of the science teachers participating in the research were women and 39.5% were men; 38.4% of them were in the 21-30 age range, 39.5% were in the 31-40 age range, 16.9% were in the 41-50 age range and 5.2% were 51 and over; It was determined that 87.2% of them were undergraduate and 12.8% were graduates. It was determined that 57.6% of the teachers had 1-10 years, 26.7% had 11-20 years, 15.7% had 21-26 years of service and more. There are questions about gender, age, education level and years of service of science teachers in the personal information form. The "Education Informatics Network Attitude Scale" developed by Uğurlu and Gürsoy (2018) was used in the study. As a data collection tool, the "Education Informatics Network Attitude Scale" was applied as an online questionnaire. In the results of the study, the researchers investigated the attitudes of science teachers towards EBA based on their age. The results indicated that there was no significant difference in the attitudes of science teachers towards EBA and its sub-dimensions, specifically the "Necessity of EBA" and "Applicability of EBA," across different age groups.When the attitudes of science teachers towards EBA are examined according to the variable of educational status, there is no statistically significant difference between the groups in the scores of attitude scores towards EBA and its sub-dimensions "Necessity of EBA" and "Applicability of EBA". In the study, when the attitudes of science teachers towards EBA were examined according to the variable of years of service, it was concluded that there was no statistically significant difference between the groups in the scores of attitudes towards EBA and its sub-dimensions "Necessity of EBA" and "Applicability of EBA". In line with the results obtained in the research, it can be considered to carry out more comprehensive studies with larger study groups, according to different variables and supported by qualitative research methods.

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