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“Science Teaching and Science Teachers” from Students’ Point of View

Year 2019, , 221 - 233, 15.05.2019
https://doi.org/10.12973/ijem.5.1.221

Abstract

The current study investigated the opinions of secondary school students taking the science course from different science teachers about the science course and science teachers. The current study was conducted with the participation of 32 students instructed by different science teachers and attending different secondary schools in the fall term of 2018-2019 academic year. The data of the current study were collected by means of semi-structured interviews. In the analysis of the data, the descriptive analysis technique was used. The findings of the current study have revealed that high majority of the students love their science classes and science teachers, that in science classes, lecturing, question-answer and note-taking are methods widely employed, that if there is a smart board in the class, then Okulistik or EBA computer program is on, that the assignments given are from the textbook, that the most frequently adopted behavior by the teachers in the face of any discipline problem is warning and that informal learning environments are not used much. Moreover, it was found that projects are rarely assigned to students and the projects assigned are given as homework. A great majority of the students expect their teachers to be entertaining, they want their lessons to be instructed through games and experiments, and they do not want to write a lot in their classes.

References

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Year 2019, , 221 - 233, 15.05.2019
https://doi.org/10.12973/ijem.5.1.221

Abstract

References

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  • Can, E., & Arslan, B. (2018). Ogretmenlerin sinif yonetimi yeterliklerine iliskin ogrenci gorusleri [Students’ opinions related to the teacher competences on classroom management]. The Black Sea Journal of Social Sciences, 10(18), 95-219.
  • Carrier, S. J. (2009). The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy. Journal of Elementary Science Education, 21(2),35-48.
  • Cakici, Y., & Ilgaz, G. (2011). An analysis of dissertations about 2004 primary science and technology curriculum in Turkey, from 2005 through 2010. The paper was presented as poster in World Conference on New Trends in Science Education (WCNTSE), Kusadasi, Turkey.
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  • Cetin, B. (2013). Sinifta istenmeyen ogrenci davranislariyla ilgili sinif ogretmenlerinin karsilastiklari sorunlar ve cozum onerileri [Problems that class teachers faced in the classroom related to undesired behaviors and their solutions]. Ahi Evran University Journal of Kirsehir Education Faculty, 14(1), 255-269.
  • Cicek, O., & Sarac, E. (2017). Fen bilimleri ogretmenlerinin okul disi ogrenme ortamlarindaki yasantilari ile ilgili gorusleri [Science teachers' opinions about experience in out of school learning environments]. Ahi Evran University Journal of Kirsehir Educational Faculty, 18(3), 504-522.
  • DeBoer, G. E. (2006). Historical perspectives on inquiry teaching in schools. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science. Dordrecht, The Netherlands: Springer.
  • Emre, I., Kaya, Z., Ozdemir, T. Y., & Kaya, O. N. (2011). Akilli tahta kullaniminin fen ve teknoloji ogretmen adaylarinin hucre zarinin yapisi konusundaki basarilarina ve bilgi teknolojilerine karsi tutumlarina karsi etkileri [The Success of Prospective Science and Technology Teachers on the Structure of Cell Membrane] The paper was presented in 6th International Advanced Technologies Symposium (IATS’11), Elazig, Turkey.
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  • Erduran-Avci, D., & Akcay, T. (2012). Fen ve teknoloji dersinde yazma etkinlikleri uzerine ogretmen gorusleri [Teachers' views on writing activities in science and technology course]. Journal of Turkish Science Education, 10(2), 48-65.
  • Eshach, H. (2007). Bridging in-school and out-of-school learning: Formal, non-formal, and informal education. Journal of Science Education and Technology, 16(2), 171-190.
  • Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College.
  • Gomleksiz, M. N., & Yuksel, Y. (2003). IIkogretim 4. ve 5. sinif ogrencilerinin fen bilgisi dersine iliskin kaygilari (Elazig ili ornegi). [The anxiety of the fourth and fifth grade students in elementary schools towards science course (Sample of Elazig city)]. Surveys in Eastern Anatolia Region, 3, 71-81.
  • Guvendi, G. M. (2014). Milli Egitim Bakanligi’nin ogretmenlere sunmus oldugu cevrimici egitim ve paylasim sitelerinin ogretmenlerce kullanim sikliginin belirlenmesi: Egitim bilisim Agi (EBA) [Determination of teachers' usage frequency of online education and sharing websites supplied by the ministry of education: An example of Education Information Technologies Network (EBA)] (Unpublished master’s thesis). Sakarya University, Sakarya, Turkey.
  • Gunel, M., Atila, M. E., & Buyukkasap, E. (2009). Farkli betimleme modlarinin ogrenme amacli yazma aktivitelerinde kullanimlarinin 6. sinif yasamimizdaki elektrik unitesinin ogrenimin etkisi [The impact of using multi modal representations within writing to learn activities on learning electricity unit at 6th grade]. Elementary Education Online, 8(1), 183-199.
  • Gunes, H., & Karasah, S. (2016). The studies in science education from the past to the present and the importance of science education. Journal of Research in Education and Teaching, 5(3), 122-136.
  • Harlen, W. (2004). A systematic review of the evidence of reliability and validity of assessment by teachers used for summative purposes. London, UK: EPPI-Centre.
  • Herr, N. (2008). The sourcebook for teaching science strategies, activities and instructional resources. San Francisco, CA: Jossey-Bass A Wiley.
  • Kaya, H., & Boyuk, U. (2011a). Fen bilimleri ogretmenlerinin laboratuvar calismalarina yonelik yeterlikleri [Qualifications of science lectures teachers towards laboratory studies]. Erciyes University Journal of the Institute of Science and Technology, 27(1), 126-134.
  • Kaya, H., & Boyuk, U. (2011b). Ilkogretim II. kademe ogrencilerinin fen ve teknoloji dersine ve fen deneylerine karsi tutumlari [Attitudes towards science and technology course and science experiments of the middle school students. Journal of TUBAV Science, 4(2), 120-130.
  • Kayri, M., Elkonca, F., Sevgin, H., & Ceyhan, G. (2014). Ortaokul ogrencilerinin fen ve teknoloji dersine yonelik tutumlarinin Chaid analizi ile incelenmesi [The investigation of secondary school students' attitudes towards science and technology using CHAID analysis]. Journal of Educational Science Research, 4(1), 301-316.
  • Keles, E., & Turan, E. (2015) Ogretmenlerin firsatlari arttirma ve teknolojiyi iyilestirme hareketi (FATIH) hakkindaki gorusleri [Teachers’ opinions on increasing opportunities and improving technology movement (FATIH)]. The Turkish Journal of Education, 4(2), 17-28.
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There are 64 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Esra Ucak

Publication Date May 15, 2019
Published in Issue Year 2019

Cite

APA Ucak, E. (2019). “Science Teaching and Science Teachers” from Students’ Point of View. International Journal of Educational Methodology, 5(2), 221-233. https://doi.org/10.12973/ijem.5.1.221