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Transcript of 5/25/2015 Oktay Bektas 1 What can Turkish science education learn from English science education,...
04/18/2304/18/23 Oktay BektasOktay Bektas 11
What can Turkish science education What can Turkish science education learn from English science learn from English science
education, and vice versa?education, and vice versa?
04/18/23 Oktay Bektas 2
OutlineOutline
► Science education in TurkeyScience education in Turkey► Purpose of the researchPurpose of the research► About the researchAbout the research► FindingsFindings► ConclusionsConclusions
04/18/23 Oktay Bektas 3
Science education in Turkey► Elementary education is for 8 years: 6-13 Years old (grade 1-8) ► Secondary education is for 4 years: 14-17 Years old (grade 9-12) ► Life science (grade1-3), science and technology (4-8), Physics,
chemistry, and biology (grade 9-12)► There are on average 40 students in each science class► Science education curriculum is over-loaded ► Teachers usually use traditional method (lecturing), whilst
students listen to them and take notes► Students commonly use their science textbooks, teachers
generally do not give them extra materials (worksheets, etc.)► Practical teaching (laboratory) in science teaching is usually not
undertaken► The seating arrangement of students in the classroom is not
appropriate for constructivist teaching► Technological facilities (computer, projector etc.) are insufficient
04/18/23 Oktay Bektas 4
Science education in Turkey
► There is an exam after the 8th grade which is for entrance to the more prestigious high schools such as Science high schools.
► After high school, the students enter the “Student Selection Exam”. In Turkey, the only way to enter a university is through this exam. 1,510,000 students took exam in 2006. It is a multiple choice exam.
► Teachers see their main role as to instruct students how to solve the multiple choice items, is not to elicit and challenge students’ misconceptions about science subjects
04/18/23 Oktay Bektas 5
Science education in Turkey► Ministry of Education and Board of Education want to change the
science education curriculum according to constructivist teaching strategies
► A constructivist approach has been considered not only in terms of the basic philosophy of the curriculum but also in informing teaching and learning activities since 2004 in elementary science education.
► 9th grade and 10th grade science education curriculum has been changed to reflect a constructivist teaching strategy. The constructivist approach to teaching has been tried out in the 9th grade since 2007 first semester, but this strategy will be applied in the 10th grade on 2009 first semester
► There are insufficient well-prepared teachers to apply constructivist teaching strategies because teachers have not learnt this strategy
► Teachers do not want to use this strategy because of the over-loaded curriculum and the importance of the university entrance exam
04/18/23 Oktay Bektas 6
Why am I here?
► BecauseBecause I want to inform Turkish science teachers about how to
apply constructivist teaching strategies England is meant to be more progressive in terms of
constructivist teaching, so I went to schools to see if that is so.
04/18/23 Oktay Bektas 7
Information about researchInformation about research
► Method:Method: Semi-structured observation
► Aim: Aim: To examine whether the science teachers in the England
use constructivist teaching strategies To examine how they use these strategies, if they use
them► Time:Time:
Undertaken in 2008 (between January and June)► Schools:Schools:
One sixth form college and four high schools► Cities:Cities:
Cambridge, Peterborough, Bishop’s Stortford (2 schools), King’s Lynn
04/18/23 Oktay Bektas8
Information about researchInformation about research
► Method: Semi-structured observation: will have agenda of issues
but will gather data to illuminate these issues in a far less predetermined or systematic manner (Cohen, Manion, & Morrison, 2001) .
Observer: I sat down at the back of class and took notes informed by a prior consideration of what the features of constructivist teaching would be.
Reference:Reference:
Cohen, L., Manion, L., & Morrison, K. (2001). Cohen, L., Manion, L., & Morrison, K. (2001). Research Methods in Research Methods in
EducationEducation, 5th Edition, London and New York-Routledge Falmer., 5th Edition, London and New York-Routledge Falmer.
04/18/23 Oktay Bektas 9
Framework to guide observationsFramework to guide observationsTraditional / teacher –
centeredConstructivist
approach
Students passive Students active – participate in activitiesIncluding experimental work, inquiry, cooperative learning, learning cycle, argumentation, peer instruction, demonstration, analogy, concept mapping, and role playing
Teacher ‘active’ – does most of talking ‘telling’
Students do much of the talkingTeacher needs to do more active; listening; ‘telling’ but also ‘asking’
Students take notes and listen Students discuss with each other - collaborative learning, do not only take notes
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Framework to guide observationsFramework to guide observations
Traditional / teacher – centered
Constructivistapproach
Teacher uses textbook heavily Teacher elicits and acknowledges students’ prior learning and experience – relates new material to what students already know,
check on prior learning Teacher focuses on subject matter Teacher uses a range of materials
to facilitate learning, and teacher uses examples form everyday life,
historical examples etc. Formal relationship – ‘strict environment’ – classroom layout, lecture style
More relaxed ‘comfortable’ environment – layout reflects expectation of participation
04/18/23 Oktay Bektas 11
Framework to guide observationsFramework to guide observationsTraditional / teacher –
centeredConstructivist
approach
Mostly teacher questions – checking message received?
Student (open) questions more common? – More welcome, and used by the teacher and teacher questions – checking
understanding? Assessment – typically multiple choice items, only written tests Homework – read and review
Homework – more creative/variedAssessment – could include portfolios
Teacher does not emphasize misconceptions
Teacher emphasizes misconceptions
04/18/23 Oktay Bektas 12
Information about research
School/college
Age Subject + topic of lesson
Length of lesson/
mins
Length of observation/mins
College
16-17
Biology (part-1)-Osmosis 65 20
17-18
Biology (part-2)- epidermis and cambium
65 20
16-17
Biology (part-3)-the effect of temperature on the properties of beetroot membrane (calorimeter)
65 25
16-17
Chemistry-reactions of carbon dioxide
65 65
16-17
Physics-the spectrum 65 65
04/18/23 Oktay Bektas 13
Information about research
School/college
Age Subject + topic of lesson
Length of lesson/
mins
Length of observation/mins
High School-1
13-14
Chemistry part from science course- sugar and food molecules
60 53
11-12
Biology part of science lesson- plant roots
60 60
High School-2
12-13
Biology part of science lesson- why do we classify living things
60 50
15-16
Chemistry part of science lesson- environment-sustainable development-recycling
60 50
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Information about research
School/college
Age Subject + topic of lesson
Length of lesson/
mins
Length of observation/mins
High School-3
15-16
Physics- electromagnetic-electricity
60 60
12-13
Chemistry part of science lesson- the convection
60 50
High School-4
15-16
Biology- reliability of results (Enzymes)
60 60
15-16
Chemistry- drawing graph about volume of liquids and to define dependent and control variables
60 60
04/18/23 Oktay Bektas 15
Information about research► What do you think about the number of the
students in a class in terms of the appropriateness of constructivist teaching?
► The number of the students There were between 16 students and 31 students in the
classes (For example; 16 students-college, biology; 24 students-high school-3, physics)
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Findings regarding researchFindings regarding researchCollege
SubjectBiolog
yBiology Biology
Chemistry
Physics
Teacher centered Yes Yes No No Yes
High School 1 (HS1)
Subject Chemistry topic Biology topic
Teacher centered Partially Partially
High School 2 (HS2)
Subject Biology topicEnvironmental
chemistry
Teacher centered No Partially
High School 3 (HS3)
Subject Physics Chemistry topic
Teacher centered Yes No
High School 4 (HS4)
Subject Biology Chemistry
Teacher centered Partially No
04/18/23 Oktay Bektas 17
Findings regarding researchFindings regarding research
► Using activity/method Questioning (6 teachers), Discussion (4 teachers),
demonstration (3 teachers), Experiment (4 teachers), Drawing graph (2 teachers), concept mapping (2 teachers), Inquiry (1 teacher), cooperative learning (1 teacher), Peer instruction (1 teacher), and role playing (1 teacher)
► Note taking and listening Students took notes and listened their teachers (5/13
lesson) Partially/sometimes note taking and listening (6/13) Not note taking and listening-constructivist (2/13-college)
► Working from textbook Students used only their textbooks (3/13-college and HS1)
► Extra material using (sheet, graph paper, e.g.) 8 teachers gave extra material their students
04/18/23 Oktay Bektas 18
Findings regarding researchFindings regarding research
► Strict environment Teachers were strict towards students in the two classes
(2/13) (HS1). There was not a strict environment in the other classes (11/13)
► Mostly teacher questions-checking received message? 3 teachers asked questions in order to check received
message (college, 2 biology teachers-HS3, physics teacher) 3 teachers did not ask questions to check received message
(college-chemistry teacher, HS2-biology teacher, HS3-chemistry teacher). They asked their questions to check understanding
7 teachers sometimes asked questions in order to check received message, but sometimes asked in order to check understanding
04/18/23 Oktay Bektas 19
Findings regarding observationCollege
Subject Biology Biology Biology Chemistry Physics
Assessment
No informatio
n
No informatio
n
Yes (criteria)
Yes (Formative
and summativ
e)
No informati
on
Homework No No No Yes No
High School 1
Subject Chemistry topic Biology topicAssessment No No
Homework Yes No
High School 2
Subject Biology topicEnvironmental chemistry
Assessment Yes (Formative) No
Homework Yes No
04/18/23 Oktay Bektas 20
Findings regarding observationHigh School 3
Subject Physics Chemistry topicAssessment No No
Homework No Yes
High School 4
Subject Biology ChemistryAssessment No No
Homework No No
04/18/23 Oktay Bektas 21
Findings regarding observation
► Assessment:Assessment: Students were given points (0-2-4-6) in terms of
implementation of practical work and collection and presentation of raw data. If students conducted practical work safely and in a well-organized manner and if they used apparatus skillfully and without the need for assistance, then they took 6 points (College-Practical biology)
Teacher made formative assessments to decide whether students understood the experiment (College-chemistry)
At the end of the lesson, the teacher used the internet in order to give a quiz. There were 20 multiple choice items about subject. These questions were answered one by one by students. Therefore, she checked whether they learned about subject. If students gave wrong answer about question, they discussed that question again (HS2-Biology)
04/18/23 Oktay Bektas 22
Findings regarding observationAppropriateness of the classroom environment
► Posters, tables, and pictures All classes (laboratories) included display materials about
science► Apparatus (e.g. glasses, and laboratory coat), and
chemicals (e.g. HCl) All laboratories had plenty of equipment and materials
relating to practical lab work► U-Shaped (sitting style)
The seating arrangement of students was appropriate for constructivist teaching in the College (Theoretical Biology, Physics), and High school 2 (environmental chemistry)
► Bookcases There were bookcases to put textbooks and books in the all
laboratories
04/18/23 Oktay Bektas 23
Findings regarding observation
► Technological Facilities All classes (laboratories) had television, video, projector,
clock, whiteboard, interactive board, and periodic table Teachers used technological devices very well, however;
some teachers could not use them effectively in terms of constructivist teaching
► Emphasizing misconceptions None of the teachers did not emphasize the
misconceptions of students, but in constructivism, considering students’ preconceptions, new knowledge of them is built and tried to prevent their misconceptions.
► Technicians There were technicians to clean away materials and to
prepare the apparatus and materials of experiment. They helped teachers in the laboratory. There was no lost time during experiment since all materials and apparatus were prepared by technicians.
04/18/23 Oktay Bektas 24
ConclusionsConclusions
► Science education in England is appropriate for constructivist teaching in terms of: the technological facilities the number of students in the class the environment of the classroom the practical work the used teaching methods, techniques, activities the homework and feedbacks
► is NOT appropriate for constructivist teaching in terms of: the extent to which teachers work from students’ own
existing understanding – e.g. identifying and emphasizing misconceptions
the sitting style
04/18/23 Oktay Bektas 25
ConclusionsConclusions► Technicians
Technicians are very good for teachers and students in England
The Turkish science education system should consider technicians in the high schools in order to help science teachers.
► Practical work Turkish science teachers should take more time for
practical work in their courses.
► Technological facilities All classrooms have computers in England, so The Turkish
science education system should consider technological facilities in all classrooms