Online Courses from the Perspective of Science Teachers in the Covid-19 Pandemic Process

Abstract

This study aimed to investigate the views and experiences of Science teachers about online courses during the Covid-19 pandemic. Phenomenology design, one of the qualitative research designs, was used in the research. Fifteen science teachers, four male and 11 female, were selected using maximum diversity sampling. The teachers who participated in the study were interviewed, and the data were analyzed by descriptive analysis method. Under the theme of "Science Online Courses in the Covid-19 Pandemic", "Tools Used", "Teaching Methods and Techniques", "Science Experiments", "Benefits", "Problems", "Assessment and Evaluation" and "Suggestions"; a total of seven categories emerged. Science teachers frequently use EBA in online lessons. Teachers use lecture methods more frequently in online classes. They often include individual experiments while performing demonstration experiments. They find online lessons useful for the integration of technology and education. Still, they have difficulties in specific unit titles, and they stated that there was a lack of material. Emphasizing the importance of in-service and pre-service training, they noted the need for distance and online courses training. In the study, the views of the participants were frequently included, and the findings were interpreted.