5/25/2015 Oktay Bektas 1 What can Turkish science education learn from English science education, and vice versa?

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


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


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


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


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.


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.


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


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


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


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



School/college


Length of lesson/

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



School/college


Length of lesson/

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


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)


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


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


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


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


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


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)


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


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.


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


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


THANK YOUTHANK YOU

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5/25/2015 Oktay Bektas 1 What can Turkish science education learn from English science education, and vice versa?