Fen Eğitiminde Uzaktan Eğitim: Öğretmenlerin Alana Özgü Becerilere İlişkin Deneyimleri

Yıl 2025, Sayı: 66, 3600 - 3622, 29.12.2025

Dr. Berna Kılıç , Mahmut Selvi , Duygu Yılmaz Ergül

https://doi.org/10.53444/deubefd.1511949

Öz

ABSTRACT
This study investigates the challenges faced in implementing face-to-face science curriculum in distance
education, focusing on teachers perspectives. Structured interviews were conducted using a qualitative
case study approach with ten participants, including eight science teachers and two classroom teachers
working in primary and secondary schools with good socioeconomic student potential (i.e., those with
computer and internet access during distance education). The study aimed to explore the development of
field-specific skills -scientific process skills, life skills, engineering, and design skills- within the current
science curriculum during distance education from the teachers' viewpoints. The collected data were
analysed descriptively and thematically. Data analysis revealed that teachers believe distance education
methods do not sufficiently facilitate the achievement of desired learning outcomes. Participants indicated
that the decreasing level of interaction in the distance education environment significantly hindered the
development of scientific process skills and engineering-design skills, which are field-specific skills in
science. Chemistry and Physics were identified as the most impacted sub-domains. To support the
acquisition of field-specific skills in distance education, participants recommended the use of multimedia
tools.

Anahtar Kelimeler

Keywords: COVID-19 pandemic period , distance education , field-specific skills , science curriculum.

Distance Education in Science Education: Teachers' Experiences Regarding Field-Specific Skills

Öz

This study investigates the challenges faced in implementing face-to-face science curriculum in distance
education, focusing on teachers' perspectives. Structured interviews were conducted using a qualitative
case study approach with ten participants, including eight science teachers and two classroom teachers
working in primary and secondary schools with good socioeconomic student potential (i.e., those with
computer and internet access during distance education). The study aimed to explore the development of
field-specific skills -scientific process skills, life skills, engineering, and design skills- within the current
science curriculum during distance education from the teachers' viewpoints. The collected data were
analysed descriptively and thematically. Data analysis revealed that teachers believe distance education
methods do not sufficiently facilitate the achievement of desired learning outcomes. Participants indicated
that the decreasing level of interaction in the distance education environment significantly hindered the
development of scientific process skills and engineering-design skills, which are field-specific skills in
science. Chemistry and Physics were identified as the most impacted sub-domains. To support the
acquisition of field-specific skills in distance education, participants recommended the use of multimedia
tools.

Anahtar Kelimeler

COVID-19 pandemic period , distance education , field-specific skills , science curriculum.

Kaynakça

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