Evaluating Science Education Reform via Fourth-Grade Students Image of Science TeachingReport as inadecuate

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Science Education International, v19 n1 p27-40 Mar 2008

The purpose of this study was to investigate fourth-grade students image of current science teaching by using a Draw-A-Science-Teacher-Test Checklist (DASTT-C), and give a glance whether the new restructured science education reform in Turkey is implemented successfully or not. Fifty-five (34 girls and 21 boys) fourth-grade students from three different primary schools participated in this study. The results of study showed that 18.2% of Turkish fourth-grade students view their science classrooms as student-centered, 56.4% as neither student-centered nor teacher-centered, and 25.4% as teacher-centered. These results indicate that Turkey is in the process of a big positive change, and that traditional education perspective started switching over to constructivist perspective, while attempts for implementing the reform put emphasis on elementary teachers and their professional development. (Contains 5 figures.)

Descriptors: Educational Change, Foreign Countries, Science Education, Grade 4, Student Attitudes, Intermode Differences, Program Implementation, Change Strategies, Educational Strategies, Curriculum Development, Illustrations, Freehand Drawing, Childrens Art, Imagery

International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net

Author: Yilmaz, Hulya; Turkmen, Hakan; Pedersen, Jon E.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2868&id=EJ890623

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