Özet:

This study aims to explore the views of teachers and students on technological practices in science education. This research is an imaginary study. In the study, the data collection tool used a semi-configured conversation form. The study group consists of 11 science teachers and 68 high school students. The content analysis of the data obtained from the conversations was made, which is one of the kinds of quality data analysis. According to the findings obtained, students will make their daily lives easier, find what they want to produce technological products from the environment they live and as a result of their experiences. It has also been determined that high school students and teachers of science have positive views on technological practices in science education. The use of technology in science education has resulted in the increased self-confidence and participation of students in the classroom and the result that the courses are passed more efficiently. Scientific knowledge teachers have come to the conclusion that they have an opinion on the effects of technology applications in science education, such as providing visual learning in students, increasing interest and attention, materializing abstract concepts, increasing comment power, analytical thinking, facilitating learning and learning durability. The research finds that teachers often use questions-response, brain storms, level narrative and experimental methods in their courses. According to this study, when examined the frequency of using the methods and techniques used in science education, the conclusion was that female teachers use more methods and techniques than male teachers. Miss teachers find new methods and techniques more solutions-oriented in the processing point of classes while men teachers generally have used certain main methods and techniques.