Teachers‟ Views about Ninth Grade Chemistry Education Program: Sample
of Aydin City
Journal Name:
- Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
Programs of all secondary school courses including chemistry were
developed in 2007 by Ministry of National Education (MEB), Head Council of Education and
Morality (TTKB). They have been administered gradually in our country since 2008-2009
academic year. Program examined the chemistry content attainments considering products
served beneficial to society, effects of it on environment and our lives by interacting with
technology and in this context, the quality and superiorities of scientifically thinking method.
Especially in the 9th grade chemistry course program, common and most general chemistry
concepts and principles were focused, in later education process, it was aimed to form a basis
for education process of individuals who would likely choose occupations closely related with
chemistry. Another aim of the program was that students were expected to perceive scientific
method, nature of science, interactions of science-technology-environment as understandings
that are formed and developed in time with experience and exercises (TTKB, 2007).
Course program was prepared taking constructivist theory as the basis. If the content of this
theory is considered, providing a meaningful learning with course curriculum (Ausubel, 1978;
Novak, 2002; Rikers, Van Gog and Paas, 2008; Gijbels and Loyens, 2009) and by taking real life
situations into classrooms, interaction of learners with real life situations via activities (Hein,
1991; Uçar and YeĢilyaprak, 2006) are expected. In accordance with learners‘ interests, demands
and needs it is necessary to organize physical learning environment and with cognitive
activities learning process can be achieved more comfortably, cheerfully and easily (Loyens,
Rikers and Schmidt, 2008). Successful implementation of the program is possible when
learning-teaching process based on deduction is provided (Uçar and YeĢilyaprak, 2006) and
unique learning is achieved (Yurdakul, 2005). Moreover, for effective implementation of the
program it is expected that the program should have an education process that uses alternative
assessment and evaluation tools that evaluates process and performance instead of results
(NRC, 2000; Hofstein, Shore and Kipnis, 2004; Yurdakul, 2004; Taitelbaum, Mamlok-Naaman,
Carmeli and Hofstein, 2008 ).
In this study, with the course program that is prepared based on constructivist theory how
much the teachers are aware of the change in their roles and responsibilities, how much they
adopt the program and how much the philosophy and characteristics of the program is
understood was tried to be identified and some suggestions were made. It is thought that
teachers‘ views would be a guide to the studies to identify the missing parts in due diligence of
the implementation of the program and to meet the needs. In the meantime, in this study
introducing not only 2007 course program but also 2011 and 2013 course programs may provide
an idea about how efficient the reform will be in terms of meeting the needs.
Research Model: Teachers‘ views about implementation process were examined using survey
model and quantitative and qualitative research designs were used to analyze the data.
At the first phase of the study 131 chemistry teachers working in different type of schools in
Aydın in 2009-2010 academic year were reached and their views were taken. In the second
phase, representing each type of school, 12 voluntary teachers were interviewed in details about
learning-teaching process.Data Collection Instruments: In this study, in order to identify teachers‘ views about the
chemistry course program for 9th grade in 2007, ―Personal Information Form‖ and ―Teacher‘s
Views about Implementation of the Program Questionnaire‖ and in order to obtain detailed
ideas about this process ―Interview Form‖ was used as data collection instruments.
Data Analyses: In the analysis of data gathered from Teacher‘s Views about Implementation of
the Program Questionnaire, demographic features were considered and findings related with
items that were thought to have more information was given. Data was analyzed using
frequency and percentage values and presented. Data gathered from interview forms was
analyzed using descriptive approach. In this purpose, teachers‘ views were categorized under
certain categories and summarized. Categorization was made using interview questions and
data gathered at the end of interviews.
Results, Conclusion and Discussion: It was seen that there was no change in methods,
techniques and strategies teachers used, they did not utilize course books and activities in them
enough, they did not use these activities relevant to their purpose and they did not give enough
place to laboratory practices even when they did experiments, they were demonstration
experiments. They give crowded classes, students lacking readiness, lack of time, lack of in
service training courses and materials, and university entrance system as justification for this
situation. From teachers‘ views, it was identified that in the course books at the end of each
subject although there was a section providing alternative assessment and evaluation
techniques, teachers did not use them relevant to their purpose and they did not give up using
traditional methods in assessment and evaluation. Teachers stated that they partially associate
chemistry subjects with daily life. In conclusion it was seen that in learning environments where
traditional approaches continued to be used meaningful, and permanent learning cannot be
given and learning based on unique research and discovery cannot be achieved. In their
planning and implementations the reason why teachers do not accomplish the criteria the
program requires can be related to their competencies (NRC, 2000; MEB, 2011) as well as their
beliefs about the nature of the science. Teachers who perceive science as an objective knowledge
that needs to be transferred to the learner think that science can only be taught by them and this
can be achieved by learners accomplishing the instructions (Cheung, 2007).
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Abstract (Original Language):
Bu çalışmanın amacı, yapılandırmacı kuramı temel alarak hazırlanmış 9. sınıf kimya dersi öğretim
programının uygulanmasına ilişkin kimya öğretmenlerinin görüşlerini almaktır. Tarama modelinin
kullanıldığı çalışmada, 2009-2010 eğitim öğretim yılında Aydın ilinde farklı okul türlerinde görev yapan 131
kimya öğretmenine “Kişisel Bilgi Formu” ve “Öğretmenlerin Programın Uygulanmasına Yönelik Görüşleri
Anketi” uygulanmıştır. Aynı zamanda görev yaptıkları okul türü dikkate alınarak gönüllü 12 öğretmenin
öğretim programına ilişkin görüşleri “Görüşme Formu” ile alınmıştır. Hem anketten hem de görüşmelerden
elde edilen veriler frekans ve yüzde değerleri kullanılarak analiz edilmiştir. Araştırmanın sonuçları, yenilenen
öğretim programıyla beraber öğretmenlerin derslerinde kullanmış oldukları yöntem ve teknikte bir değişim
olmadığını, ders kitaplarından yeterince yararlanmadıklarını, laboratuvar uygulamalarına yeterince yer
vermediklerini göstermektedir. Öğretmenler bu durumun kalabalık sınıflardan, hazırbulunuşluğu yetersiz
öğrencilerden, fiziki şartlardan ve zaman yetersizliğinden kaynaklandığını ifade etmişlerdir. Öğretmenlerin
görüşleri 2013-2014 yılında uygulanması planlanan kimya dersi öğretim programının içeriği ve öğretmen
yeterlilikleri de dikkate alınarak tartışılmıştır.
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