The scope of the research is limited to the interviews conducted to evaluate science teachers' perceptions of innovation and innovation efforts in science education. In this context, issues such as the integration of innovation into science education, teachers' ability to encourage and implement innovative thinking, and the inclusion of innovation in science education were discussed. The research was conducted with phenomenological design, which is one of the qualitative research methods. The research was conducted with sixty-seven science teachers working in secondary schools in Nilüfer district of Bursa in the 2021-2022 academic year. An interview form consisting of eleven items was prepared for the research and is based on the data obtained from the interviews conducted to understand the perspectives, experiences and suggestions of science teachers. In the light of these data, it is aimed to develop a deeper understanding of the importance and impact of innovation in science education.

Interviews with science teachers constituted the data source of the study. The interviews were recorded in writing. The data obtained were analysed by content analysis method. The findings of the study showed that science teachers have important views on innovation and innovation in science education. Teachers define innovation as innovating, developing and being open to change. They think that innovation in science education will motivate students, make learning permanent and increase interest in science. The findings of the study also showed that there are some factors that hinder innovation in science education. These factors include the intensity of the curriculum, exam-oriented education system, insufficient resources and infrastructure, insufficient knowledge and skills of teachers, and administrative barriers. The findings of the study provide some suggestions for encouraging innovation in science education.