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

Authors : Dr. Berna Kılıç, Mahmut Selvi, Duygu Yılmaz Ergül

Pages : 3600-3622

Doi:10.53444/deubefd.1511949

View : 125 | Download : 136

Publication Date : 2025-12-29

Article Type : Research Paper

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

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