Abstract:

The aim of this study is to investigate the experiences of science teachers in distance education within the scope of laboratory studies during the COVID-19 pandemic. Phenomenology design, one of the qualitative research methods, was used in the research. 13 science teachers working in public schools selected by convenient sampling method constitute this research participants. Semi-structured interview questions were prepared by the researchers in order to get the opinions of the participants. Within the scope of the interview; The views of science teachers on the educational activities they carried out during the pandemic, their views on laboratory practices and the solution suggestions for the disadvantageous situations they encountered regarding laboratory practices were investigated. In this study, only the factors that can effect the laboratory studies have not been focused in distance education. At the same time, attention was paid to the problems that may be encountered in the conduct of science courses. In this way, it was focused on the evaluation of all factors that may directly or indirectly effect laboratory studies. As a result of the research, it has been determined that there are inadequacies and problems that science teachers generally encounter in science courses, apart from the inadequacies they encountered in laboratory studies during the distance education process. It is thought that these situations may disrupt the teaching of science and cause inefficient laboratory applications, which are an important part of the lesson, or cause the teacher to ignore the activities related to the laboratory. Suggestions were made as a result of the findings obtained in the research.

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