Investigation of Science Teachers' Professional Development Needs for Learning in Science Centers

Date

2020-01-01

Author

KÖSEOĞLU, FİTNAT
Tahancalıo, Semra
KANLI, UYGAR
ÖZDEM YILMAZ, YASEMİN

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

450
views

0
downloads

Science centers are one of the out-of-school learning environments in science education that have been increasing in numbers in recent years. Due to their importance for increasing both science-society communications and the quality of the education in schools, science centers are one of the focal points for the research conducted in out-of-school learning context. The study of science teaching in the field of science centers in Turkey is mostly confined to the schools or visitors' opinions about individual trips, yet; teachers' professional qualifications and needs related to teaching-learning in science centers are not sufficiently taken into account. This study is part of BILMER project supported by TUBITAK (Scientific and Technological Research Council of Turkey) 1001 program and it aims to determine the science and mathematics teachers' professional development needs and their experiences for learning in science centers. In this study, the data were collected with BILMER Teacher Questionnaire developed for the first time in Turkey. 355 science and mathematics field teachers working in 66 different provinces of Turkey, mainly in the provinces where science centers are located, participated in the questionnaire. According to the data obtained, teachers emphasize the high educational value of the activities organized in science centers; although they face various difficulties, they express that they do not receive enough education according to their professional qualifications. In addition, it has been determined that teachers need professional development on how to integrate activities in science centers, how to collaborate with science center explainers, and what kind of learning approaches can be used in science centers. These data were discussed in line with the relevant literature and suggestions were made for a professional development training to be given to teachers.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/57465

Journal

EGITIM VE BILIM-EDUCATION AND SCIENCE

DOI

https://doi.org/10.15390/eb.2020.8725

Collections

Society and Science Application and Research Center (TBM), Article

Suggestions

OpenMETU
Core

The pedagogy of argumentation in science education: science teachers' instructional practices Yilmaz, Yasemin Ozdem; Çakıroğlu, Jale; ERTEPINAR, HAMİDE; ERDURAN, Sibel (Informa UK Limited, 2017-01-01) Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms...
Exploring representation of nature of science aspects in science textbooks Yamak, Yeliz; Çakıroğlu, Jale; Department of Elementary Science and Mathematics Education (2009) The aim of this study was to examine middle school science textbooks according to some criteria in terms of nature of science (NOS). A total of three middle school science textbooks in 6th, 7th and 8th grade and two biology units were analyzed in each textbook. In the 6th grade science textbooks, “Reproduction, Development and Growth in Living Beings”and “Systems in Our Body” units, in the 7th grade science textbook, “Systems in Our Body” and “Human and Environment” units, in the 8th grade science textbook,...
Exploring the development of pre-service science teachers’ views on nature of science in inquiry-based laboratory instruction Özgelen, Sinan; Yılmaz Tüzün, Özgül; Department of Educational Sciences (2010) The purposes of this study were to explore understanding of preservice science teachers’ (PSTs) nature of science (NOS) views during the explicit-reflective and inquiry-based laboratory instruction and investigate PSTs’ perspectives and experiences related to learning NOS aspects in the science laboratory course. This study was carried out during the Laboratory Application in Science II course. A total of 45 PSTs participated to the study. The design of the study was qualitative and exploratory in nature. I...
Science teacher candidates' perceptions about roles and nature of scientific models Turkoglu, Ayse Yenilmez; Öztekin, Ceren (Informa UK Limited, 2016-05-03) Background: Scientific models have important roles in science and science education. For scientists, they provide a means for generating new knowledge or function as an accessible summary of scientific studies. In science education, on the other hand, they are accessible representations of abstract concepts, and are also organizational frameworks to teach and learn inaccessible facts. As being indispensable parts of learning and doing science, use of scientific models in science classes should be reinforced...
Science Teachers' Professional Development about Science Centers Enhancing Science Teachers' Views Concerning Nature of Science Eren-Sisman, Ece N.; Cigdemoglu, Ceyhan; KANLI, UYGAR; KÖSEOĞLU, FİTNAT (Springer Science and Business Media LLC, 2020-10-01) The purpose of this study is twofold: first, to delve into professional development (PD) of science teachers' views about nature of science (NOS) throughout activities linking NOS aspects to science centers (SCs), and second, to reveal how a science teacher uses NOS aspects while teaching in SCs. An instrumental qualitative case study method with different data sources was used. There were 18 elementary science teachers participating voluntarily in this study. Additionally, one science teacher among the par...

Citation Formats

F. KÖSEOĞLU, S. Tahancalıo, U. KANLI, and Y. ÖZDEM YILMAZ, “Investigation of Science Teachers’ Professional Development Needs for Learning in Science Centers,” EGITIM VE BILIM-EDUCATION AND SCIENCE, pp. 191–213, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/57465.