Physics Teachers’ Beliefs about the Attainment of Skill Objectives and the Extent of These Beliefs’ Reflection on Teachers’ Instructional Practices

Date

2013-01-01

Author

Kapucu, Serkan
Yıldırım, Ufuk

Metadata

Show full item record

Item Usage Stats

131
views

0
downloads

Turkish Ministry of National Education has made important changes in both primary and secondary school curricula in the last decade. The Turkish High School Physics Curriculum (THSPC) after these changes was put into practice first in 2008- 2009 education year. Apart from being the first written curriculum with written objectives, this curriculum also contained— differently from other previous physics curricula—skill objectives. This included objectives related to problem solving skills (PSS) and information and communication skills (ICS) and physics-technology-society-environment objectives (PTSEO). No matter how well-prepared a curriculum for a subject is, whether it is implemented effectively depends on the teachers. One of the factors affecting proper implementation of curricula is teachers’ beliefs about the curricula as a whole and its constituent elements. Since the curriculum is relatively new, teachers’ beliefs and how these beliefs are reflected in their instructional practices are not yet known. Therefore, the purpose of this study was to investigate physics teachers’ beliefs about the attainment of PSS, PTSEO and ICS and the extent these beliefs were reflected in teachers’ instructional practices. Data were collected by administering an open-ended questionnaire to four in-service physics teachers and observing their instructional practices in the ‘nature of physics’ and ‘energy’ units. The results of this study showed that although physics teachers believed that majority of the skill objectives of the THSPC should be attained, they did not teach physics by taking these skill objectives into consideration. The physics teachers inclined more to help students attain PTSEO when compared with PSS and ICS

Subject Keywords

Teachers’ beliefs, Turkish high school physics curriculum, Skill objectives

URI

https://hdl.handle.net/11511/71064
http://www.ijtase.net/ojs/index.php/IJTASE/article/viewFile/251/317

Journal

International Journal of New Trends in Arts, Sports and Science Education

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

Physics Teachers’ Behavioral Control and Normative Beliefs about Teaching Physics According to the National High School Physics Curriculum in Turkey Kapucu, Serkan; Yıldırım, Ufuk (2014-01-01) In Turkey, a new Turkish High School Physics Curriculum (THSPC) was put into practice, starting initially with the Grade 9 in the2008-2009 education-year. When compared with the previous ones, this curriculum emphasized the importance of students’ active involvement in learning, use of real-life contexts and development of new skills. Even though what is intended with the new curriculum reflects the global trends in science/physics education, its success (or ...
Implementation of the New Turkish Primary Education Mathematics Curriculum in the Sixth Grade: A Survey of Teachers' Views Erbaş, Ayhan Kürşat (2008-01-01) The mathematics education curriculum in Turkey is in the midst of a period of intensive reform. This article investigates the extent to which teachers implement the updated 6th grade mathematics curriculum through their self-reports and if their level of use differs according to the province where the school is located, teachers' gender, level of education, teaching experience and number of students in their classrooms. Furthermore, teachers' opinions about the new curriculum and the difficulties faced by t...
Elementary school curriculum reform in Turkey Koc, Yusuf; Işıksal Bostan, Mine; Bulut, Safure (2007-04-01) This paper aims to examine the nature of the new elementary school curriculum in Turkey. In particular, the authors provide a coherent picture of the fundamentals, basic elements and the classroom implications of the new curriculum development initiative in five content areas: mathematics, science, social science, life science, and Turkish. This paper discusses the fundamental principles underlying the curriculum reform, including social, individual, economical, and historical and cultural aspects. In addit...
Implementation of the new eighth grade english language curriculum from the perspectives of teachers and students Dönmez, Özge; Engin Demir, Cennet; Department of Educational Sciences (2010) This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NEC) in public primary schools and the challenges and/or problems faced by the teachers and students in the implementation process. This qualitative study was conducted in 9 public primary schools in Polatlı town of Ankara. A total of 10 English language teachers and 73 8th grade students participated in the study. The data were collected through in-depth interviews ...
Shadow Education from Shadows to the Light: Case of Basic High Schools in Turkey Tasti, Ozlem Yildirim; Engin Demir, Cennet (2022-1-01) This study situates how shadow education has become more visible in Turkey after an educational policy change in 2014 that regulated the closure of private tutoring centers ???dershanes- and their transformation into a new type of private school called Basic High School -Temel Lise. In this multiple-case study, we interviewed school stakeholders and observed various processes such as classes and recitation hours at five Basic High Schools in Ankara, Turkey. The findings mainly revealed that Basic High Schoo...

Citation Formats

S. Kapucu and U. Yıldırım, “Physics Teachers’ Beliefs about the Attainment of Skill Objectives and the Extent of These Beliefs’ Reflection on Teachers’ Instructional Practices,” International Journal of New Trends in Arts, Sports and Science Education, pp. 10–22, 2013, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/71064.