Static electricity is an introduction to electricity in all high school and university Physics textbooks. Definitions of static electricity phenomena are not clear, including in higher education. This research was conducted to determine the fundamental difficulties that teacher candidates encounter in explaining static electricity. They conducted electrostatic experiments focusing on different electricity in the Introduction's context to Physics Laboratory Lesson. At the end of the class, the data were collected through the reports they wrote. The qualitative content analysis method was used in the analysis of the data. The convenient sample comprises 400 science teacher candidates (270 girls and 130 boys). The analysis showed that teacher candidates had significant difficulties in conceptualizing the microscopic processeswith inductive loadingthat explain this phenomenon. Some observe that the different roles played by electrons in conductors and insulators pose difficulties for science teacher applicants. The findings emphasized microscopic models during macroscopic experimental processes. This may help teacher candidates to understand the role of electrons in conductors and insulators and the different mechanisms involved in electrification.

STEM education has an important place in recent studies. With the Covid 19 pandemic, distance education applications have gained importance all over the world. STEM education applications have also turned into distance STEM education with the Covid-19 pandemic. The purpose of this study is to better understand STEM teachers' perceptions of online group education and how they perceive group education expectations. In this study, semi-structured interviews were conducted with secondary school STEM teachers. The interview was aimed at illuminating teachers' perceptions of the role and purpose of teachers, and students' expectations from a group science lesson. Themes arising from the thematic analysis of interviews were determined. The themes that emerged from the analysis are as follows: Teachers' perceptions of their teaching role, teachers' perceptions of students' psycho-social needs, and teachers' perceptions of students' educational needs. Promoting student interaction in online synchronous education was identified as a challenge. Besides, some discrepancies were observed between teachers' perceptions of students learning expectations and their preferred approaches, and it was found that students expect a didactic experience rather than an interactive one.