EXAM？N？NG THE V？EWPO？NTS OF SOC？AL SC？ENCES TEACHERS ON US？NG INTERACT？VE BOARD

In the present study, the viewpoints of social sciences teachers about the effect of using interactive boards in classroom activities on the permanency in learning and on the motivation of students according to some variables (e.g., gender, age, type of institution worked, having received in-service training, graduated school, learning how to use interactive boards, vocational service durations, and the frequency of using interactive boards in classes). The study was conducted in 2017-2018 Academic Year with 100 social sciences teachers who used interactive boards in their classes in public and private secondary schools. In the study, “the Questionnaire of Determining the Viewpoints of Teachers for Using Interactive Boards at Elementary Education Level” in the master’s thesis of Alt？n？elik (2009) was used. The Cronbach's Alpha reliability coefficient of “the Questionnaire of Determining the Viewpoints of Teachers for Using Interactive Boards at Elementary Education Level” was found to be (Alpha=82.4). The statistical techniques like the t-test, One-Way Analysis of Variance and arithmetic mean values were used in analyzing the study data. The p>0.05 significance value was taken into consideration in the analyzes. As a result of the study, it was determined that there were no statistically significant differences between the opinions of social sciences teachers in the scale and its sub-dimensions in terms of gender, institution worked, in-service training status, age, duration of professional service, and duration of interactive board use. However, a significant difference was determined in the sub-dimension of the effect of using interactive board by teachers on the motivation of students according to the school graduated and the frequency of using the interactive board in classes variable. In the sub-dimension of using interactive boards in class activities, there was a significant difference in the frequency of using the interactive board in classes according to the frequency of using the interactive board in classes variable. In the sub-dimension that is related to the effect of interactive board use on permanency in teaching, it is seen that there is a significant difference according to the frequency of using interactive boards in lessons variable