Examining the effects of the emergency distance education system applied during the COVID-19 pandemic process on secondary school science teaching

This study was carried out to examine the effectiveness of science education given in the emergency distance education process implemented during the COVID-19 pandemic period according to student opinions. The research was conducted on 46 students attending 5th, 6th, 7th and 8th grades of a secondary school in Uşak province in the 2021- 2022 academic year. The research data were collected with a semi-structured interview form, and the data were examined by subjecting to content analysis. As a result of the research; in order to adapt to the emergency distance science education process, students made arrangements for the environment and understanding of the lessons. According to the students, emergency distance science education had positive and negative effects. At the beginning of the positive effects, they stated that they were able to access their lessons, that it contributed to their learning and that they did not fall behind in the lessons. Among the negative effects, they stated that the subjects were not fully understood, connection problems, inability to learn the subjects and problems arising from the home environment. According to the students, the main differences between emergency distance science education and face-to-face science education are the limited interaction in distance education and the problem of dropping out of the course in distance education. According to the students in the study, in the emergency distance education process, teachers made serious efforts both to attract interest in the lesson and to ensure participation in the lesson. In the process of emergency remote fun information training, evaluation activities were also carried out in accordance with the possibilities. Key words: Emergency Distance Education, Science education, COVID-19, School students