Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi

Öz

This study aimed to examine in-depth whether chemistry teachers include experimental studies in their classes during the Covid-19 process and if not, the reasons for this. For this purpose, the study was carried out according to the case study pattern, one of the qualitative research designs. A total of 47 chemistry teachers, 36 female and 11 male, working in different provinces of Turkey, were included in the study through easily accessible sampling. A Google form developed to collect data was used as a data collection tool and data analysis was carried out with content analysis. It was determined that 64% of the teachers in the study group did not include experimental work in their courses in the distance education process, and they put forward six reasons: environment inconsistency, student-oriented, program-oriented, exam-oriented, personal and technical reasons. It was determined that 72% of the teachers were aware of the interactive experiment videos on the OGM material site, while 66% of the chemistry teachers viewed these experiment videos. While 26 of the 31 teachers who examined the experiments stated that the videos were useful, suitable for the student's level and could contribute to learning, it was concluded that five teachers thought the videos were insufficient numerically. Another conclusion reached in the study is that most of the chemistry teachers participating in the study want to receive training on how to use experimental studies in lessons during the distance education process. At the end of the study, suggestions about how chemistry teachers can add experimental studies to their lessons and for the training of prospective chemistry teachers are given. Thus, it is foreseen that the results of the study can be a guide for teachers working in schools that do not have laboratory facilities, as well as how experimental studies can be added to the lessons in case of possible distance education planning.