Views of science teachers on transition to distance education and afterwards face-to-face education in the COVID-19 period

The aim of this study is to determine the views of science teachers on the transition to face-to-face education during and after the COVID-19 period. The phenomenology method, which is one of the qualitative research methods, was used in the study. The research was conducted with 30 science teachers working in different schools in provinces in the Eastern and Southeastern Anatolia Regions (Batman, Bingöl, Diyarbakır, Elazığ, Gaziantep, Malatya, Mardin and Şanlıurfa) during the COVID-19 period between 2020-2023. The data were obtained using semi-structured interviews. The data obtained from the interviews with the teachers were analyzed by content analysis method. In the study, science teachers stated that they experienced instructional problems during the distance education process and the transition period to face-to-face education, citing low participation in live lessons and problems with internet access. It was stated that the readiness level of most of the students decreased during the transition to face-to-face education. In terms of measurement and evaluation, it was found that there was no healthy measurement and evaluation in the distance education process. However, assessment and evaluation with Web 2.0 tools were evaluated as easy to implement and economical in terms of time compared to face-to-face education. Internet-based applications that could not be realized in the classroom environment due to the lack of smart boards in the classrooms in villages and some districts became active in this process. It was stated that most of the students increased their use of technology after distance education during the pandemic period. It was stated by the majority of the teachers that the lack of knowledge about the science course increased in students during this process and that make-up trainings were organized to overcome this lack of knowledge, and that the past subjects were repeated and new subjects were started. It was observed that teachers would like to use blended learning models if technology and infrastructure opportunities were provided, but some teachers in villages and districts were hesitant to apply them under the current conditions. The majority of teachers stated that they were ready for a similar lockdown process and that they were more experienced. However, they stated that they would have psychological difficulties if they faced a situation similar to the distance education process during the pandemic. In order to implement distance education effectively, it is recommended that internet access should be improved, students should be supported with technological devices and students should be encouraged to actively participate in the course.