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Turkish Science Teachers’ Use of Educational Research and Resources
| 1 | Department of Science Education, Muallim Rıfat Education Faculty, Kilis 7 Aralık University, Kilis / TURKEY |
| 2 | Department of Chemistry Education, Kazim Karabekir Education Faculty, Ataturk University, Erzurum / TURKEY |
| 3 | Department of Science Education, Faculty of Education, Dumlupınar University,
Kütahya / TURKEY |
CORRESPONDING AUTHOR
Nail ilhan
Department of Science Education, Muallim Rıfat Education Faculty, Kilis 7 Aralık University, Kilis / TURKEY, Kilis 7 Aralık University, Muallim Rifat Education Faculty, Department of Science Education, 79000 Kilis, Turkey
Department of Science Education, Muallim Rıfat Education Faculty, Kilis 7 Aralık University, Kilis / TURKEY, Kilis 7 Aralık University, Muallim Rifat Education Faculty, Department of Science Education, 79000 Kilis, Turkey
Publication date: 2015-09-29
EURASIA J. Math., Sci Tech. Ed 2015;11(6):1231–1248
KEYWORDS
TOPICS
ABSTRACT
Background:
Research results demonstrate that there is a gap between educational research and practice. Turkey is not an exception in this case.
Materials and methods:
This study aims to examine to what extent and how educational research and resources are being followed, understood and used in classroom practices by science teachers in Turkey. A sample of 968 science teachers working at junior high schools in Eastern Anatolia region of Turkey was surveyed. The data were collected through a questionnaire consisting of multiple-choice and open-ended questions.
Results:
The results indicate that the most common sources of information used by teachers to follow educational research are “internet”; “radio”, “television” and “newspapers”; “scientific magazine journals”; and “educational books” respectively. In contrast, the least followed sources of information used by teachers are “educational symposiums, conferences and workshops”, and “educational scientific journals” and “dissertations”.
Conclusions:
18.7% of science teachers stated that they could understand scientific educational research. Science teachers’ level of applying the educational research results into practice was found as 5.7 %.
Research results demonstrate that there is a gap between educational research and practice. Turkey is not an exception in this case.
Materials and methods:
This study aims to examine to what extent and how educational research and resources are being followed, understood and used in classroom practices by science teachers in Turkey. A sample of 968 science teachers working at junior high schools in Eastern Anatolia region of Turkey was surveyed. The data were collected through a questionnaire consisting of multiple-choice and open-ended questions.
Results:
The results indicate that the most common sources of information used by teachers to follow educational research are “internet”; “radio”, “television” and “newspapers”; “scientific magazine journals”; and “educational books” respectively. In contrast, the least followed sources of information used by teachers are “educational symposiums, conferences and workshops”, and “educational scientific journals” and “dissertations”.
Conclusions:
18.7% of science teachers stated that they could understand scientific educational research. Science teachers’ level of applying the educational research results into practice was found as 5.7 %.
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