The purpose of this research is to analyze teachers' opinions on secondary science education taken according to the SWOT analysis method for the distance education process that is implemented during the pandemic. In this study, holistic multi-case design was used as a case study design. Accordingly, secondary school science (biology, physics, chemistry) teachers' opinions on the distance education process that is implemented during the pandemic were examined according to the SWOT analysis method and comparisons were made between the fields. The sample of this study, include 61 teachers working in secondary education. Research data were collected through a Personal Information Form and Interview Form. The data were analyzed by the descriptive analysis method. The findings suggest that science teachers consider themselves strong in terms of experiences (technology, area of specialization, tools/equipment, communication) planning, question-solving, enriching the course content, assigning homework, student control, material facilities, communication, time management, positive emotional/social conditions, while considering themselves weak in terms of no feedback, low class participation, technological skills, internet facilities, communication difficulties, negative emotional/social/physical conditions. Science teachers find the process as an opportunity in terms of experiences (technology, distance education) enrichment of the course content, flexible teaching environment, effective use of time, communication with students/parents, positive emotional conditions, various opportunities, while seeing it as a threat in terms of comprehension of the subject, low class participation, assessment, negative emotional/social/physical conditions, lack of communication, inability to protect private life, technology addiction. In-depth content analysis and quantitative studies on the subject can be performed in further studies.

Secondary education, science education, swot analysis, distance education