Perceptions of Science Teachers on Implementation of Seven Principles for Good Practice in Education by Chickering and Gamson in Courses

Mustafa Uğraş,Erol Asiltürk

doi:10.11114/jets.v6i3.3056

Abstract

The present study aimed to determine the perceptions of science teachers on the implementation of the seven principles for good practice in education by Chickering and Gamson in their courses. Seven principles for good science education were used as a data collection tool in the survey. “The seven principles for good practice in science education scale" for teachers was used as the data collection instrument in the study. “The seven principles for good practice in science education scale" is the adapted form of the “Seven Principles for Good Practice in Education: Faculty Inventory” developed by Chickering and Gamson into Turkish language and junior high school science courses. The scale was applied to 285 science teachers employed in Elazığ province in Turkey and interviews were conducted with 45 teachers. Analysis of the study data demonstrated that the surveyed teachers implemented each of these seven principles at different levels. Conducted interviews revealed the examples of different strategies adopted by the teachers in implementing the abovementioned seven principles.

Highlights

Rapid economic, social, scientific and technological advances introduce changes to the ways we experience our lives.Globalization, international economic competition, rapid scientific and technological developments will continue to affect our lives in the future
The present study aimed to determine the perceptions of science teachers on the implementation of the seven principles for good practice in education developed by Chickering and Gamson
The present study was conducted to resolve to the following main problem: what are the perceptions of science teachers on the implementation of the seven principles for good practice in education developed by Chickering and Gamson?

Summary

Introduction

Globalization, international economic competition, rapid scientific and technological developments will continue to affect our lives in the future. Based on these developments, in contemporary times when the need to train deliberative, critical , equipped and inquisitive individuals who are aware of the requirements of the age, predisposed to scientific knowledge increases continuously, especially science instruction is important in addition to other factors (MEB, 2005). Training the human resources that would be active in sciences is only possible with instruction of scientific subjects in primary, secondary and higher education. A good science education provided at school can improve the innate curiosity of the children towards their environment and gıide them to scientific fields after secondary school (Çilenti, 1985). The fact Turkey ranked poorly in recent international tests demonstrated the problems associated with the science education in schools

Methods

Results

Conclusion