The aim of this study was to determine the perceptions of science teachers in different sociocultural campuses about distance education due to coronavirus disease 2019, to compare their work in face-to-face education and distance education practices, and also to determine the difference this situation creates on students. The study carried out for this purpose is important in terms of presenting suggestions for eliminating the observed educational difference among students in different sociocultural regions. The study was carried out with 26 female and 34 male science teachers aged between 24 and 55 years, with professional experience between 1 and 25 years working in various schools in the city center (20), district center (20), and villages (20). Multiple case study design, which is one of the qualitative research methods, was used in the study. The study group was determined by the maximum variation sampling method, which is one of the purposeful sampling methods. A semistructured interview form was used as a data collection tool, and content analysis was applied to the data. The results obtained from the study showed that the teachers in the province and district centers mostly used Educational Information Network in this period, and because of the internet infrastructure problem in the villages, worksheets were prepared and delivered to the students. Zoom and WhatsApp applications have been widely used. It was observed that the teachers working in the villages made group calls and gave lectures. Teachers have often made use of e-books and online exams. It has been determined that participation in distance education is lower in villages. In distance education, while teachers in the city center can receive feedback from students, it has been observed that the feedback is very low in districts and villages. It has been determined that in villages where face-to-face education continues, students’ commitment to school decreases and they cannot achieve the success they exhibited in previous periods. Finally, it can be said that the workload of teachers has increased compared to face-to-face education, and the gap between students from different socioeconomic environments in terms of academic achievement has widened.
Cite this article as: Arıcı, F. (2023). Perceptions of science teachers toward face-to-face/distance education and trends toward teaching activities. HAYEF: Journal of Education, 20(1), 18-31.