How to be a good science teacher? Teacher practices in the perspective of seven principles for good practice

Year 2025, , 180 - 203, 28.01.2025

Seda Okumuş

https://doi.org/10.24106/kefdergi.1628452

Abstract

Purpose: The study aims to determine the practices and suggestions of science teachers toward seven principles for good practice.
Design: The research used a case study design. 73 science teachers (43 women and 30 men) working in different areas of Türkiye participated in this research. The researcher developed an open-ended questionnaire (Questionnaire of Seven Principles-QSP) to collect data. The frequency and percentage values of the answers were examined, and content analysis was made.
Findings: When evaluated according to gender, school type, experience, and region variables, science teachers had low knowledge about the seven principles. However, they practiced different practices related to each principle in and out of the classroom. In addition, as their experience increased, they had more social activities, valued communication with the family, and practiced more in the classroom.
Highlights: This study aims to determine what practices science teachers use to provide good practice and what suggestions they have. The results are important for improving the quality of science education.

Keywords

Seven Principles, Science Teachers, Gender, Experience, Region

Ethical Statement

Ethical committee approval for this study was obtained from the Ethics Committee of Atatürk University (Number of Decisions: 10/6; Date: 26.11.2024).

References

• Açıkgöz, K. (2003). Aktif öğrenme. İzmir: Eğitim Dünyası Yayınları.
• Al-Furaih, S.A.A. (2017). Perceptions of pre-service teachers on the design of a learning environment based on the seven principles of good practice. Educ Inf Technol, 22, 3187–3205. https://doi.org/10.1007/s10639-017-9580-7
• Alyar, M. (2018). İşbirlikli öğrenme modeli ile birlikte kullanılan model, animasyon ve yedi ilkenin bazı kimya konularının öğrenilmesi üzerine etkisi (Doktora tezi), Atatürk Üniversitesi, Erzurum.
• Alyar, M., & Doymuş, K. (2020). İşbirlikli öğrenme ile birlikte kullanılan modellerin, animasyonların ve yedi ilke’nin kimya başarısına etkisi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 41, 1-25. https://doi.org/10.33418/ataunikkefd.781598
• Anderson, L. W. (2018). Instruction and time-on-task: A review. Time and School Learning (1984), 143-164.
• Ardıç, M. A. (2020). Ortaöğretim öğretmenlerinin teknolojik pedagojik alan bilgisi özgüvenlerinin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 33(3), 653-695.
• Aydoğdu, S. (2012). Üniversite öğretim elemanlarının Chickering ve Gamson öğrenme ilkelerini kullanma düzeyleri (Yüksek lisans tezi). Atatürk Üniversitesi, Erzurum.
• Besser, E. D., & Newby, T.J. (2020). Feedback in a digital badge learning experience: Considering the instructor’s perspective. Tech Trends, 64, 484–497. https://doi.org/10.1007/s11528-020-00485-5
• Beydoğan, H.Ö. (2018). Middle school mathematics teachers' opinions on feedback. International Journal of Assessment Tools in Education, 5(1), 33-49. https://doi.org/10.21449/ijate.339410
• Bishoff, J. P. (2010). Utilization of the seven principles for good practice in undergraduate education in general chemistry by community college instructors (Doctoral dissertation). University of West Virginia, Virginia.
• Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. https://doi.org/10.1080/01587919.2018.1520041
• Bugay, A., & Korkut Owen, F. (2016). Predictors of communication skills: Information and communications technology usage, self-esteem, extraversion and gender. Mersin University Journal of the Faculty of Education, 12(2), 542-554. DOI:http://dx.doi.org/10.17860/efd.26005
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (geliştirilmiş 13. baskı). Pegem Akademi Yayıncılık.
• Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: technology as lever. AAHE Bulletin, 49(2), 3–6.
• Chickering, A.W., & Gamson, Z. (1999). Development and adaptations of the seven principles for good practice in undergraduate education. New Directions for Teaching and Learning, 80, 75-81.
• Chickering, A. W., & Gamson, Z. F. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.
• Cin, A. (2023). Ortaokul öğretmenlerinin teknolojik pedagojik alan bilgileri ile bilişim teknolojisi kullanım düzeylerinin incelenmesi Mersin İli Örneği (Yüksek lisans tezi), Mersin Üniversitesi, Mersin.
• Crews, T. B., Wilkinson, K. & Neill, J.K. (20115). Principles for good practice in undergraduate education: Effective online course design to assist students’ success. MERLOT Journal of Online Learning and Teaching, 11(1), 87-103.
• Culver K. C., Bowman, N. A., & Pascarella, E.T. (2021). How students’ intellectual orientations and cognitive reasoning abilities and may shape their perceptions of good teaching practices. Research in Higher Education, 62(6), 765-788. https://doi.org/10.1007/s11162-021-09625-z
• Çavdar, O. (2016). Fen ve teknoloji dersinin öğretiminde iyi bir eğitim ortamı için yedi ilke ve modellerin işbirlikli öğrenme yöntemiyle uygulanması (Doktora tezi). Atatürk Üniversitesi, Erzurum.
• Dahalan, N., Hasan, H., Hassan, F., Zakaria, Z., & Wan Mohd Noor, W. A. (2013). Engaging students on-line: Does gender matter in adoption of learning material design? World Journal on Educational Technology, 5(3), 413-419.
• Davis, K., Christodoulou, J., Seider, S., & Gardner, H. E. (2011). The theory of multiple intelligences. In RJ Sternberg & SB Kaufman (Eds.), Cambridge Handbook of Intelligence, 485-503.
• Demirel, Ö. (Ed.). (2010). Eğitimde yeni yönelimler. Pegem Akademi Yayıncılık.
• Dessem, R. L. (1999). Principle 5: Good practice emphasizes time on task. J. Legal Educ., 49, 430-440.
• Duijnhouwer, H., Prins, F. J., & Stokking, K. M. (2012). Feedback providing improvement strategies and reflection on feedback use: effects on students’ writing motivation, process and performance. Learning and Instruction, 22, 171-184.
• Frederickson, J. (2015). Online learning and student engagement: assessing the impact of a collaborative writing requirement. Academy of Educational Leadership Journal, 19(3), 127-140.
• Gall, M. D., Gall, J. P., & Borg, W. R (2007). Educational research: an introduction and Applying Educational Research. Pearson Education.
• Gardner, H. (1999). The disciplined mind: What all students should understand. Simon & Schuster.
• Getzlaf, B., Perry, B., Toffner, G., Lamarche, K., & Edwards, M. (2009). effective instructor feedback: perceptions of online graduate students. Journal of Educators Online, 6(2), 1-22.
• Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2010). A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum. British Educational Research Journal, 36(1), 143-162.
• Gonda, D. E., Luo, J., Wong, Y. L., & Lei, C. U. (2018, December). Evaluation of developing educational chatbots based on the seven principles for good teaching. [Oral presentation]. IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Wollongong, NSW, Australia.
• Gölönü, S., & Karcı, Y. (2010). İletişim meslek lisesi öğrencilerinin iletişim beceri düzeylerinin incelenmesi (Ankara il örneği). İletişim Kuram ve Araştırma Dergisi, 31, 123-140.
• Graham, C., Cagiltay, K., Lim, B. R., Craner, J., & Duffy, T. M. (2001). Seven principles of effective teaching: A practical lens for evaluating online courses. The Technology Source, 30(5), 50.
• Hathaway, K. L. (2014). An application of the seven principles of good practice to online courses. Research in Higher Education Journal, 22, 1-12.
• Jabar, S. I., & Albion, P. R. (2016). Assessing the reliability of merging Chickering & Gamson's seven principles for good practice with Merrill's different levels of instructional strategy (DLISt7). Online Learning, 20(2), 51-74.
• Jensen, K., & Bennett, L. (2016). Enhancing teaching and learning through dialogue: A student and staff partnership model. International Journal for Academic Development, 21(1), 41–53. https://doi.org/10.1080/1360144X.2015.1113537
• Jessup-Anger, J. E. (2012). Examining how residential college environments inspire the life of the mind. The Review of Higher Education, 35(3), 431–462.
• Johnson, S. (2014). Applying the seven principles of good practice: technology as a lever – in an online research course. Journal of Interactive Online Learning, 13(2), 41–50.
• Karacop, A., & Doymus, K. (2013). Effects of jigsaw cooperative learning and animation techniques on students’ understanding of chemical bonding and their conceptions of the particulate nature of matter. Journal of Science Education and Technology, 22(2), 186-203. https://doi.org/10.1007/s10956-012-9385-9
• Kocaman Karoğlu, A., Kiraz, E., & Özden, M. Y. (2014). Good practice principles in an undergraduate blended course design. Education and Science, 39(173), 249-263.
• Koç, Y., Okumuş, S., Öztürk, B., Çavdar, O., & Doymuş, K. (2014). Fen ve teknoloji öğretmenleri ve öğretmen adaylarinin yedi ilkeleri hakkindaki görüşleri. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 22, 134-149.
• Lalit, M., & Piplani, S. (2019). Active learning methodology–jigsaw technique: An innovative method in learning anatomy. Journal of the Anatomical Society of India, 68(2), 147-152. https://doi.org/10.4103/JASI.JASI_57_19
• Legg, K., Ellis, R.H., & Hall, C. (2020). Applying the seven principles of good practice: archives in the 21st century university. Archives and Records, 41(2), 109-125. https://doi.org/10.1080/23257962.2020.1728525
• Loes, C. N., Salisbury, M. H., & Pascarella, E. T. (2014). Student perceptions of effective instruction and the development of critical thinking: A replication and extension. Higher Education, 69(5), 1–16.
• Martin, F., & Bolliger, D. U. (2018) ‘Engagement matters: student perceptions on the importance of engagement strategies in the online learning environment’, Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
• McMillan, J.H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. Pearson.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. (Second edition). SAGE Publications.
• Musaitif, L. M. (2013). The utilization of the seven principles for good practices of full-time and adjunct faculty in teaching health & science in community colleges (Doctoral dissertation), University of La Verne, California.
• Okumuş, S. (2017). “İyi bir eğitim ortamı için yedi ilke”nin işbirlikli öğrenme ve modellerle birlikte uygulanmasının fen bilimleri dersinin anlaşılmasına etkisi (Doktora tezi). Atatürk Üniversitesi, Erzurum.
• Okumuş, S., & Doymuş, K. (2020). İyi bir eğitim ortamı için yedi ilkenin altıncı sınıf maddenin tanecikli yapısı ünitesinde uygulanması. Kalem Eğitim ve İnsan Bilimleri Dergisi, 10(1), 87-110. https://doi.org/10.23863/kalem.2020.150
• Okumuş, S., Çavdar, O., Alyar, M., & Doymuş, K. (2017). İşbirlikli öğrenme ve modellerin kimyasal reaksiyonlar konusunun anlaşılmasına etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 44, 358-381. https://doi.org/10.21764/maeuefd.303127
• Öztürk, B. (2017). Maddenin tanecikli yapısının öğretiminde iyi bir eğitim ortamı için yedi ilke ve modellerle desteklenen işbirlikli öğrenme yöntemlerinin uygulanması (Doktora tezi). Atatürk Üniversitesi, Erzurum.
• Öztürk, B., Okumuş, S., Koç, Y., Çavdar, O., & Doymuş, K. (2013). Fen ve teknoloji öğretmenleri ve öğretmen adaylarinin iyi bir eğitim ortami için yedi ilke hakkindaki görüşleri. Bayburt Üniversitesi Eğitim Fakültesi, 8(1), 102-115.
• Padgett, R. D. (2011). The effects of the first year of college on undergraduates’ development of altruistic and socially responsible behavior (Doctoral dissertation). Iowa Research Online, Iowa.
• Pascarella, E. T., Salisbury, M. H., & Blaich, C. (2011). Exposure to effective instruction and college student persistence: A multi-institutional replication and extension. Journal of College Student Development, 52(1), 4–19.
• Pascarella, E. T., Cruce, T., Umbach, P., Wolniak, G., Kuh, G. D., & Carini, R. (2006). Institutional selectivity and good practices in undergraduate education: How strong is the link? Journal of Higher Education, 77(2), 251–285.
• Phelps, R.P. (2019). Test frequency, stakes, and feedback in student achievement: A meta-analysis. Evaluation Review, 43(3-4), 111-151. http://dx.doi.org/10.1177/0193841X19865628
• Rowe, A. D., & Wood, L. N. (2008). Student perceptions and preferences for feedback. Asian Social Science, 4(3), 78-88.
• Shoval, E. (2011). Using mindful movement in cooperative learning while learning about angles. Instructional Science, 39, 453-466.
• Sormunen, K., Juuti, K., & Lavonen, J. (2020). Maker-centered project-based learning in inclusive classes: Supporting students’ active participation with teacher-directed reflective discussions. International Journal of Science and Mathematics Education, 18(4), 691-712. https://doi.org/10.1007/s10763-019-09998-9
• Şimşek, U., Aydoğdu, S., & Doymuş, K. (2012). İyi bir eğitim için yedi ilke ve uygulanması. Eğitim ve Öğretim Araştırmaları Dergisi, 1(4), 241-254.
• Tanis, C. J. 2020. The seven principles of online learning: Feedback from faculty and alumni on its importance for teaching and learning. Research in Learning Technology, 28, 1-25. http://dx.doi.org/10.25304/rlt.v28.2319
• Taşkın, A.K., Taşğın, Ö., Başaran, M.H., & Taşkın, C. (2010). Beden Eğitimi ve Spor Yüksekokulu öğrencilerinde duygusal zekâ düzeylerinin bazı değişkenlere göre incelenmesi. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 12(2), 98-103.
• Taylor, R.L. Knorr, K., Ogrodnik, M., & Sinclair, P. (2020). Seven principles for good practice in midterm student feedback. International Journal for Academic Development, https://doi.org/10.1080/1360144X.2020.1762086
• Tirrell, T. (2009). Examining the impact of Chickering's seven principles of good practice on student attrition in online courses in the community college (Doctoral dissertation). Colorado State University, Colorado.
• Voerman, L., Meijer, P. C., Korthagen, F. A. J., & Simons, R. J. (2012). Types and frequencies of feedback interventions in classroom interaction in secondary education. Teaching and Teacher Education, 28(8), 1107-1115.