Classroom teachers' and science and technology teachers views on science and technology curriculum

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Tezin Türü: Doktora

Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, Türkiye

Tezin Onay Tarihi: 2012

Öğrenci: YELİZ TEMLİ

Danışman: AHMET OK

Özet:

The purpose of the current study was to investigate the classroom teachers’ and science and technology teachers’ views on science and technology curriculum. In this nation-wide study, survey design was utilized. The participants of the study consisted of 960 teachers in 26 provinces across Turkey and 601 of the teachers were classroom teachers and 359 teachers were science and technology teachers. In order to investigate teachers’ views, Teachers’ Views on Science and Technology Curriculum Questionnaire was developed by the researcher. The questionnaire was composed of 3 parts: demographic information part, science and technology teachers’ views questionnaire and open ended questions. To analyze the data, descriptive statistics and inferencial statistics (MANOVA) were used. The responses to open-ended questions were subjected to qualitative analysis. Results of the descriptive analyses revealed that classroom teachers and science and technology teachers had positive views towards attainments-content, learning-teaching process and assessment component of science and technology curriculum. Results of MANOVA analysis demonstrated that graduation fields affect teachers’ views towards attainments-content and assessment component of the Science and Technology Curriculum; whereas graduation fields did not affect teachers’ views towards learning-teaching process. Similarly, teaching experiences affect teachers’ views towards attainments-content and assessment component of the curriculum. As for teaching field, the results showed that teaching field affects teachers’ views towards attainments-content and assessment component of the curriculum and classroom teachers had more positive views on these components. Gender did not illustrate statistically significant results on teachers’ views on science and technology curriculum components.