Abstract:

This study was conducted to reveal social studies teachers’ experiences in teaching history via distance education in elementary schools and what these experiences mean to them. The study was carried out using descriptive phenomenological research design, one of the qualitative research methods. 12 social studies teachers working in different schools of Gaziantep province constituted the participants of the study. The criterion sampling technique, one of the purposeful sampling methods, was used for the selection of teachers. To analyze the data, the unique four-stage analysis process of the descriptive phenomenological research design was followed. As a result of the analysis, it was found that there were six components that make up the structure and essence of the social studies teachers’ experiences in teaching history via distance education. It was found that teachers (1) had difficulties in teaching and concretizing abstract historical concepts in the virtual environment, (2) encountered problems related to technology access and sources, (3) thought that students had little interest and their participation was insufficient, (4) felt the need to increase students’ interest and motivation toward the lesson, (5) experienced communication and interaction problems in live lessons, and (6) had to use more digital materials and resources.

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