Akademik Veri Yönetim Sistemi
Buca Eğitim Fakültesi Dergisi, sa.66, ss.3600-3622, 2025 (TRDizin)
This study examines teachers' experiences of their students acquiring subject-specific skills included in the 2018 science education curriculum through distance learning. Structured interviews were conducted using a qualitative case study approach with ten participants, including eight science teachers and two elementary school teachers working in primary and middle schools with good socioeconomic student potential (i.e., those with computer and internet access during distance education). The study aimed to explore the students' development of field-specific skills (scientific process skills, life skills, engineering, and design skills) within the 2018 science curriculum during distance education from the teachers' viewpoints. The collected data were analysed descriptively and thematically. Data analysis revealed that teachers believe distance education methods do not sufficiently facilitate the achievement of desired learning outcomes. Participants indicated that the decreasing level of interaction in the distance education environment significantly hindered the development of scientific process skills and engineering-design skills, which are field-specific skills in science. Chemistry and Physics were identified as the most impacted sub-domains. To support the acquisition of field-specific skills in distance education, participants recommended the use of multimedia tools. Participants also stated that when a science curriculum compatible with the distance education process is prepared, field-specific life skills can be acquired.