Teachers' opinions on metaverse applications in science teaching

The aim of this study is to determine the views of science teachers on metadiscourse practices in science teaching. Phenomenology method, one of the qualitative research methods, was preferred in the study. The study was conducted with 10 science teachers (5 male, 5 female) who were selected from among the science teachers working at the secondary school level of public schools in four different provinces of our country by using a qualitative design. The data of the study were collected with the help of a semi-structured interview form created by the researcher and shaped by expert opinions. The data were analyzed using descriptive analysis and content analysis. The findings of the study show that teachers' knowledge of technology use increases with their experience, but they have various concerns about the application of metaverse technology in the classroom environment. Participants expressed that metaverse-based classrooms can help them learn science topics in a more concrete and communicative way. However, they emphasized the importance of infrastructure development and in-service training programs for teachers to use this technology effectively. They stated that the curriculum is incomplete when technology is involved in science education and that updating studies should be carried out. Although the changes made in education and training programs today and the technological content in the curriculum have been updated, it has been stated that it is not yet at a sufficient level. Teachers expressed their opinions on what should be done to overcome these deficiencies. It was also stated by the participants that science education would gain momentum with the technologies they use in their classrooms and an easier education would be provided. It was evaluated that metaverse technology has positive aspects as well as negative aspects. This study provides important information about the opportunities that metaverse technology can provide by drawing attention to the potential of metaverse supported instruction to improve learning processes for the future of science education. It is hoped that the research will contribute to the development of teaching by eliminating the infrastructure deficiencies for this technology.