The experiences and training needs of primary school teachers in design skill labs

The aim of this study is to determine the experiences and training needs of primary school teachers in design skill labs. In the research, exploratory sequential design was used within the scope of mixed research. The study group of qualitative dimension of the research was formed by the purposive sampling method. Since all of the teachers in primary schools with design skill labs in the central districts of Samsun in the 2020-2021 academic year constituted the study group of the quantitative dimension, no sample was taken. Semi-structured interviews were conducted with 20 teachers from the study group who worked in DSL, and observations were made with 10 teachers. Then, a questionnaire developed as a result of the content analysis of the qualitative data was applied to the study group of the quantitative dimension. The questionnaire was answered by 263 teachers. While analyzing the data obtained by the questionnaire, descriptive statistics techniques were used. According to the results obtained in line with the research objectives, primary school teachers stated that DSL is compatible with 21st century skills and develops manual skills. It has been determined that there are problems such as material supply, correct use of equipment and technology, lack of space, lack of a DSL usage plan, and not understanding the DSL philosophy. It has been determined that teachers try to solve the problems with their own means and efforts, parent support, expert help and training. It has been revealed that teachers create a student-centered learning environment in DSL, but they do not use active learning methods and techniques much. It has been determined that in-workshop interaction improves teamwork, character development, sharing, cooperation, strong communication and respect in students. Teachers have difficulties in creating special learning areas for research, presentation, interaction, product design and development, conducting classes interdisciplinary, and creating different learning areas for students who need special education; It has been revealed that they need training on 21st century skills and technology use. Teachers' educational needs do not change according to seniority; it has been determined that there are differences according to branches and interests.