Dijital literacy levels of science teachers

This study, which was conducted to determine the digital literacy levels of science teachers, aims to reveal the views of teachers on digital literacy. Additionally, the effects of teachers' use of digital content in their classes on science education were also evaluated. Qualitative research method was used in the study. This study was conducted with 10 science teachers (5 male, 5 female) selected through convenience sampling method among science teachers working at secondary school level in public schools in different provinces of Turkey. Data were collected through the expert opinion form created by the researcher and the semi-structured interview form that was finalized. These data were evaluated using the content analysis method and the results were classified under thematic headings. The data were obtained through online interview applications such as Zoom and face-to-face interviews. Audio recordings were made during the interview with the consent of the participants, and these recordings were later transcribed. When the findings of the study were examined, it was revealed that teachers generally perceived digital literacy as the use of technology and access to information. Teachers actively use digital tools such as smart boards, tablets and computers in their lessons and state that these tools facilitate the learning process. However, it has been determined that some teachers feel inadequate in producing digital content and need training in this area. Additionally, negative effects such as security risks and addiction brought about by digital applications were also mentioned by teachers. It is thought that these findings will improve teachers' digital literacy skills, increase the quality of education, and contribute to the digital transformation process and literature.