Teachers’ Struggling in the Midst of Reform: Teachers’ Implementation of Reformed Ninth Grade Physics Curriculum

Year 2016, Volume: 3 Issue: 2, 16 - 33, 01.08.2016

Nuri Balta Ayşegül Sağlam Arslan

https://doi.org/10.17275/per.16.07.3.2

Abstract

A
new national physics curriculum has recently been implemented across Turkey.
This paper examines the experience of physics teachers through their experience
of implementing the ninth grade physics curriculum all over the Turkey. A
cross-sectional survey design was used to examine to what extent physics
teachers comply with, teach and comprehend the curriculum. Data which were collected
within the spring semester of 2014-2015 academic year, was gathered via an
online questionnaire that was applied to 71 physics teachers. Chi square
analysis was conducted to see whether scores determined for each main topics
changed according to school type, teaching experience, education level,
graduated faculty and gender. Results indicated that a considerable part of
participants were not even aware of the limitations of the curriculum and
almost half of them did not comply with these limitations in their classes.
Moreover, it was determined that an important part of participants could
explain the meaning of objectives that were newly added to the curriculum.
Furthermore, upon analyzing the findings that were acquired in terms of
different parameters (gender, graduated faculty, school type and school
experience); some important results were obtained within the scope of the
study. This study implies that reforms done on the curricula require cautions,
that is, without pilot studies modifications in the curricula may arise
significant problems.

Keywords

physics education, physics curriculum, curriculum reforms

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