Abstract:

The aim of this study is to identify the experience and challenges of teachers in the fields of science (physics, chemistry and biology) engaged in the distance learning process from March 2020. In the framework of the study, the interview was carried out through a conversation form consisting of 9 open-end questions with 6 teachers of the fields of science (2 teachers of physics, 2 teachers of chemistry and 2 teachers of biology) who are working in the middle school of a private school with different conditions. The data obtained in this study, which is preferred by the method of study, have been studied under the three prior-defined topics (I-Remote Education, II-Remote Education Application and III-Teacher Opinions in Remote Education) by keeping the content analysis of the data. In the findings obtained, the science group teachers have observed differences between themselves in terms of processing and STEM practices in terms of distance learning, as well as having a lack of experience in terms of distance learning, as well as in terms of teachers jointly providing class management, elevating student motivation and measurement-evaluation activities in terms of practice.

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