Abstract
It is seen that many opportunities are offered to both students and teachers thanks to the integration of technology into teaching environments. It can be thought that using instructional technologies in the teaching process can enable students to be active in this process, make learning enjoyable, concretize the information, and thus ensure that this information is permanent. In addition to this, distance education opportunities can be provided so that students can continue their education under extraordinary conditions. In this research, it is aimed to examine the experiences of primary teachers in teaching science during distance education. In the research, which was carried out using the case study design, which is one of the qualitative research methods, semi-structured interviews were conducted with 10 primary school teachers who were determined based on the purposive sampling method. Content analysis was used in the analysis of the data. According to the research findings, in the distance education process, most of the teachers adapted the strategy-method-techniques they used before according to the distance education process. Teachers have taken various measures to increase permanent learning, student motivation and interest. However, they also needed support during this process and had limited content development experience. It is all-important that teacher candidates are trained in terms of instructional technologies in primary school teacher training programs. In addition, if teachers need technological support, it is thought that appointing information technology teachers not only at secondary school level but also at primary school level institutions will contribute to the process in order to meet these needs.
Published Version
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