Physics Teachers' Course Processes in Distance Education

International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index

Y

24

Physics; Science Teachers; Distance Education; COVID-19; Pandemics; School Closing; High School Teachers; Foreign Countries; Science Instruction; Educational Technology; Computer Uses in Education; Teacher Attitudes

2147-611X

The global spread of the COVID-19 pandemic in 2020 made distance education an essential requirement. Teachers, as one of the key stakeholders in education, have been significantly affected by this shift. It can be stated that physics teachers have been significantly affected by this process. This research examined how physics teachers conducted their lessons in a distance education setting. The study employed a case study approach, a type of qualitative research design. The study included 20 physics teachers from state and private schools across various regions of Turkey. Data were collected using a semi-structured interview and an observation form. The data gathered through the interview form were analyzed using the content analysis method. Many platforms/programs used by physics teachers were identified during the pandemic period. The positive and negative aspects of these programs were evaluated. The course materials and measurement and evaluation tools used by teachers in lessons during this process were determined. Considering the findings obtained from the Keywords study, several suggestions were provided.

As Provided

2026

EJ1506048