| dc.contributor.author | Şengül, Seda Hilal | |
| dc.contributor.author | Çetin, Gülcan | |
| dc.contributor.author | Gür, Hülya | en_US |
| dc.date.accessioned | 2019-05-16T19:38:36Z | |
| dc.date.available | 2019-05-16T19:38:36Z | |
| dc.date.issued | 2008 | |
| dc.identifier.issn | 1304-6020 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12462/4996 | |
| dc.description | Çetin, Gülcan (Balikesir Author) | en_US |
| dc.description.abstract | This study aimed to determine that the problems of the primary school science teachers encountered during science teaching. Therefore, the problems of the primary school science teachers encountered were examined under these issues: graduation from several departments of universities, curriculum, educational materials, laboratory, assessment and evaluation. This research was conducted with 10 primary school science teachers in Balıkesir in the semester of 2004-2005. The data were collected by a semi-structured interview protocol and qualitative method was used to analyze data in the study. The results of the study revealed that graduation from several departments of universities affected teaching of science negatively. In addition, teachers had some problems in completing science curriculum in time, doing laboratory studies, and making assessment and evaluation. | en_US |
| dc.description.abstract | This study aimed to determine that the problems of the primary school science teachers encountered during science teaching. Therefore, the problems of the primary school science teachers encountered were examined under these issues: graduation from several departments of universities, curriculum, educational materials, laboratory, assessment and evaluation. This research was conducted with 10 primary school science teachers in Balıkesir in the semester of 2004-2005. The data were collected by a semi-structured interview protocol and qualitative method was used to analyze data in the study. The results of the study revealed that graduation from several departments of universities affected teaching of science negatively. In addition, teachers had some problems in completing science curriculum in time, doing laboratory studies, and making assessment and evaluation. | en_US |
| dc.language.iso | eng | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | Curriculum | en_US |
| dc.subject | Primary School Science | en_US |
| dc.subject | Science Teaching | en_US |
| dc.title | The primary school science teachers' problems in science teaching | en_US |
| dc.type | article | en_US |
| dc.relation.journal | Journal of Turkish Science Education | en_US |
| dc.contributor.department | Necatibey Eğitim Fakültesi | en_US |
| dc.identifier.volume | 5 | en_US |
| dc.identifier.issue | 3 | en_US |
| dc.identifier.startpage | 82 | en_US |
| dc.identifier.endpage | 88 | en_US |
| dc.relation.publicationcategory | Makale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı | en_US |
