Determination of classroom teacher's technological pedagogical content knowledge levels and their views in the context of science course in distence education process

This research aims to determine the level of technological pedagogical content knowledge of classroom teachers and their views in the context of Science course in the distance education process. In this direction, 309 classroom teachers working in the central districts of Ankara constitute the sample of the research. For the qualitative method of the research; 24 classroom teachers were selected from the same sample; The selection criteria were selected by stratification according to the socioeconomic status of the districts where they were served. In the study in which the mixed method design was used, the screening model for the quantitative research method; A case study was used for the qualitative research model. The 'Technological Pedagogical Content Knowledge Scale' and the 'Semi-Structured Interview Form' are the data collection tools of the research; Statistical analyzes of the TPACK Scale were made with the SPSSpackage program; In the distance education process, the determination of the views on the Science course was carried out with the content analysis approach. It was determined that the data did not show a normal distribution; For this reason, non-parametric tests were used. While the Mann – Whitney U test was used in the perception variables of gender, technology-supported in-service training, and technology use levels; Kruskal-Wallis H test was used in variables of years of professional seniority and grade level of education. In this direction, while the TPACK levels of the classroom teachers included in the study were found to be 'low'; It has been determined that there is no significant difference on the variables of gender, professional seniority, grade level, technology-supported in-service training, and perception of technology use level. For the Science course in the distance education process, the participants stated that they taught the course with new technological tools during the education and training process, therefore they developed themselves technologically. More plain lecture and question-answer methods are used; They stated that they benefited from slides, presentations and visual aids in the parts of the subjects that were not understood and needed to be repeated with video support. Video support was used for the science lesson, especially during the experiment demonstration; It was stated by the participants that show-and- do, fishbone, and tomorrow techniques were suitable for the Science course. With the support of technology, students' interest, motivation and desires increase; It was also stated by the participants that the attention span was at a better level in the distance education process Science course compared to other branches. In the distance education process, teachers stated that parent support is important; homework delivery, providing the necessary tools and materials before the lesson and creating a suitable lesson environment, etc. stated that the parent factor is important in these cases. It is also among the opinions stated that the Science course, which is made with technology integration, has a positive effect on the permanence of the course.