Views of Science teachers about online STEM practices during the COVID-19 period
Views of Science teachers about online STEM practices
The study aimed at obtaining and analyzing the opinions of Science teachers who practiced online STEM activities in the Science course during the transition process to distance education due to the COVID-19 pandemic. The research was carried out with six (n = 6) Science teachers of the 7th grades in six different public schools in Ankara in the Spring term 2019-2020 school year based on criterion sampling method and on voluntary basis. Teachers' opinions about online STEM implementation were obtained via a semi-structured interview form comprising five open ended questions. The data obtained were analyzed using content analysis. The results showed that teachers had difficulty in conducting and coordinating online STEM activities through correcting feedback. Teachers were able to provide corrective feedback only at a minimum level. It was understood that they needed family support in most cases, and student participation was too low. Participant teachers also stated that during the online STEM activities, students and teachers could easily and quickly access resources via the internet, and online STEM implementation contributed to developing students’ 21st century skills, such as problem solving, accessing and analyzing data, and critical thinking.
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