Sci̇ence teachers perspectives on teleportation technology in science education

The aim of this study is to determine the opinions of science teachers regarding teleportation technology in science education. The study was conducted within the framework of a qualitative research design. The participants consisted of 10 science teachers (4 female, 6 male) working in public middle schools in four different provinces of Turkey, selected through purposive sampling. The data were collected using a semi-structured interview form developed by the researcher and revised based on expert opinions. The collected data were analyzed through descriptive and content analysis methods. The findings revealed that teachers' awareness of teleportation technology is generally limited; however, they hold positive expectations that the use of this technology in science education would enable students to experience abstract concepts in a more concrete manner. Participants emphasized that teleportation technology could particularly deepen learning in subjects such as space, matter, energy, and the relationship between time and space. On the other hand, several challenges were highlighted, including infrastructure deficiencies, safety concerns, and teachers' competencies regarding the use of such technology. Teachers stressed the necessity of increasing in-service training opportunities and updating the curriculum for the effective integration of such innovative technologies into education. In conclusion, it was found that teleportation technology, if used pedagogically in an effective way, could make significant contributions to the quality of science teaching.