Sınıf Öğretmenlerinin Fen Bilimleri Dersinde Araştırmaya Dayalı Öğretime İlişkin Görüşleri ve Uygulamaları

Abstract

The purpose of this study is to determine how and to what extent teachers implement inquiry-based learning method emphasized in science curriculum. In line with this aim, science classes were observed in order to find out how teachers’ implementations were overlapped with the inquiry-based teaching method. This study was carried out with four 4th grade classroom teachers who were selected by the criterion sampling method from a school in Keçiören district of Ankara in the 2015-2016 academic year. Case study design was used in this qualitative research. Data were collected via observations, interviews, and document analysis. Descriptive analysis was used for analyzing the data and the results were supported with direct quotations. Results indicated that classroom teachers were partially informed about the science curriculum and were not in need of the curriculum. Teachers demonstrated positive attitudes towards in-service trainings related to science curriculum and teaching interventions. Teachers thought that science course textbooks were inadequate and preferred to use additional resources in their classes. Observation results demonstrated that the teachers mostly used question-answer, experiment techniques and direct instruction method in science classes and frequently utilized videos in teaching science. It has been determined that negative physical conditions and oversized classrooms negatively affected classroom practices. Teachers generally preferred essay type of examination from traditional measurement and assessment techniques and did not use alternative measurement and assessment techniques too much. It has been observed that teachers sometimes did not assess projects, a kind of alternative measurement and assessment technique given to students. Findings obtained from observations and interviews supported each other. Based on these findings, it has been concluded that teachers partially used inquiry-based practices. It is thought that teachers’ lack of curriculum knowledge and implementation and inadequacy of physical conditions of classrooms limited implementation of inquiry-based teaching method and alternative measurement and assessment techniques emphasized in science curriculum.