Classroom teachers‟ and science and technology teachers‟ views on science and technology curriculum

Download
index.pdf
2012
Temli, Yeliz
Show full item record
102
views
49
downloads
The purpose of the current study was to investigate the classroom teachers’ and science and technology teachers’ views on science and technology curriculum. In this nation-wide study, survey design was utilized. The participants of the study consisted of 960 teachers in 26 provinces across Turkey and 601 of the teachers were classroom teachers and 359 teachers were science and technology teachers. In order to investigate teachers’ views, Teachers’ Views on Science and Technology Curriculum Questionnaire was developed by the researcher. The questionnaire was composed of 3 parts: demographic information part, science and technology teachers’ views questionnaire and open ended questions. To analyze the data, descriptive statistics and inferencial statistics (MANOVA) were used. The responses to open-ended questions were subjected to qualitative analysis. Results of the descriptive analyses revealed that classroom teachers and science and technology teachers had positive views towards attainments-content, learning-teaching process and assessment component of science and technology curriculum. Results of MANOVA analysis demonstrated that graduation fields affect teachers’ views towards attainments-content and assessment component of the Science and Technology Curriculum; whereas graduation fields did not affect teachers’ views towards learning-teaching process. Similarly, teaching experiences affect teachers’ views towards attainments-content and assessment component of the curriculum. As for teaching field, the results showed that teaching field affects teachers’ views towards attainments-content and assessment component of the curriculum and classroom teachers had more positive views on these components. Gender did not illustrate statistically significant results on teachers’ views on science and technology curriculum components.
Science teachers., Teachers, Elementary school teachers, Educational psychology ., Science
http://etd.lib.metu.edu.tr/upload/12614213/index.pdf
https://hdl.handle.net/11511/21484
Graduate School of Social Sciences, Thesis

Suggestions

Pre-service classroom teachers’ perceived competencies on education for sustainable development /
Soysal, Neşe; Akar, Hanife; Department of Educational Sciences (2016)
The purpose of this study was to analyze pre-service classroom teachers’ perceived competencies on Education for Sustainable Development (ESD). For this purpose, first, attitudes of pre-service classroom teachers towards Sustainable Development (SD) were examined; then, their perceived competencies regarding ESD were investigated. Finally, the curriculum of classroom teachers was analyzed to see if it reflected learning opportunities for development of the competencies. In this study, a mixed methods sequen...
Multilevel investigations of students’ cognitive and affective learning outcomes and their relationships with perceived classroom learning environment and teacher effectiveness
Yerdelen, Sündüs; Sungur Vural, Semra; Department of Elementary Education (2013)
The purpose of this study was to investigate the interrelations among 7th grade students’ Science Achievement, self-regulation in science class, perceptions of classroom learning environment, and science teachers’ beliefs and occupational well-being. This was a nationwide cross-sectional study in which 8198 seventh grade students and their 372 science teachers in Turkey participated. Several Hierarchical Linear Modelling analyses were employed to analyze the student-level and teacher-level variables. While ...
Investigation of pre service science teachers perceptions related to pedagogical knowledge and pedagogical content knowledge
Güler, Fulden; Aksu, Meral; Department of Educational Sciences (2015)
The purpose of the present study was to investigate the pre service science teachers’ perceptions related to science teaching. Within this scope, participants’ perceptions related to their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate the effect of gender and level of achievement on participants’ perceptions regarding PK and PCK. 176 fourth year pre service science teachers from three state universities of Ankara participated in th...
Investigation of pre-service elementary mathematics teachers’ self-efficacy beliefs about using concrete models in teaching mathematics
Pişkin, Mutlu; Çakıroğlu, Erdinç; Bulut, Safure; Department of Educational Sciences (2010)
The main purpose of the study was to investigate pre-service elementary mathematics teachers’ personal efficacy beliefs and outcome expectancies about using concrete models in teaching mathematics. Data were collected from the pre-service teachers in the middle of the spring semester of 2008-2009. Pre-service teachers were junior students enrolled in elementary mathematics teaching program at a public university. Six instructional sessions based on using concrete models in teaching mathematics were carried ...
The Interrelation between pre-service science teachers' conceptions of teaching and learning, learning approaches and self-efficacy beliefs
Saçıcı, Semra; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2013)
This study examined preservice science teachers’ conceptions about teaching and learning, self-efficacy beliefs, learning approaches and images of themselves as a science teachers. The study was also interested in examining the possible relationships among preservice science teachers’ conceptions about teaching and learning, learning approaches and self-efficacy beliefs. The study was carried out during 2011-2012 spring semester at three different public universities in Ankara. A total of 208 senior preserv...
Citation Formats
Y. Temli, “Classroom teachers‟ and science and technology teachers‟ views on science and technology curriculum,” Ph.D. - Doctoral Program, Middle East Technical University, 2012.
METU IIS - Integrated Information Service open@metu.edu.tr