Abstract:

In the research, opinions of science teachers who participated in eTwinning projects about experiences in the process were examined. This research adopts a phenomenological study design in accordance with qualitative research method. The study group of the current research consists of 11 science teachers who worked in different cities of Turkey in the 2018-2019 academic year. The teachers in the study group were asked to participate in the project study that was prepared for the activity-based teaching of astronomy topics carried out through the eTwinning platform. Within the five-week period, teachers carried out the activities related to the project in the eTwinning platform in their classrooms, and they shared their opinions and visuals about the activities with other colleagues that participated in the project. At the end of the process, the project was completed when teachers organized an exhibition in order to present their students’ activities and the products created at their schools. As the data collection tool, open ended question form was used. The content analysis was used in the analysis of data. The data obtained were supported via opinions of teachers. As a result of the research, it was determined that teachers participated in these project studies in order to teach activity-based courses and contribute to their professional development. On the other hand, it is also a result of the activities that made the students raise curiosity; therefore, they actively participated in the process, learned by having fun and embodied abstract concepts. The teachers made suggestions such as longer time needed for the project and more activities should be involved and the communication should be stronger between colleagues in the process.

Keywords: