How do technological and physical conditions affect science courses?

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Ulas Kubat


The aim of this research is to examine the adequacy of tools and teaching materials as well as physical and technological conditions in science classes according to the views of science teachers. To this end, qualitative research methods are designed according to phenomenological design. The sample of the research consists of 16 science teachers working in the academic year of 2017–2018 in Mugla province. Semi-structured interview techniques were used to analyze the collected data using descriptive analysis. According to research findings, most of the interviewed teachers stated that class size is appropriate. Teachers have emphasized that there are deficiencies in physical and technological conditions. Especially in some schools, it has been discovered that there are no labs, computers or Internet and interactive whiteboards. It was also determined that the teachers had classroom arrangement as a conventional fixed row arrangement for desks. There is little place in the learning-teaching process for posters, banners, and models.

Keywords: Science, physical and technological conditions, tools.


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How to Cite
Kubat, U. (2018). How do technological and physical conditions affect science courses?. Cypriot Journal of Educational Sciences, 13(2), 249-258.