Abstract:

Teachers, students and their parents faced an unfamiliar, untraditional and challenging environment due to the transition of the learning process from schools to non-attendance learning form as a results of the worldwide pandemic of CoVid-19. The shift to distance and e-learning challenged school managements, teachers and students to adapt to a situation of teaching and studying in a flexible way, where the participants are at long distance and their interaction is carried by media. Their skills to work with e-devices, e-platforms and educational resources were tested as well, and the students had to show abilities for self-study, which play a key role in distance learning conditions. In this case, it is important to mention that communication through digital technologies significantly changes the way people feel, see, understand and participate in the surrounding world.

Distance learning in electronic environment is a fact. There is no doubt that, it is going to be more widely involved in students’ and teachers’ routine. In this context, a number of important questions have been raised. For example: “What are the challenges that natural science teachers meet in the conditions of learning in e-environment?”, “Do the teachers have the necessary professional knowledge and competences to work in digital environment and to conduct efficient learning process at distance?”, “Is the teachers’ self-confidence changed when using ICT for learning purposes?”, etc.

The present research aims at studying what electronic resources do the natural science teachers in secondary school use to teach learning content, to give homework, to communicate with the students and their parents. A questionnaire has been developed and a survey has been made with teachers from different in size towns in Bulgaria. The frequency of different e-tools and platforms use has been assessed.

Keywords:

Assessment of the distance learning effect, 10-14 years old students, lower secondary school, electronic resources for education.