Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

Burhan Ozfidan,Hasan Aydin,Lynn Burlbaw,Baki Cavlazoglu

doi:10.5539/jel.v6n3p23

Abstract

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

Highlights

Achieving reform-based education continues to be problematic in classrooms even though many teachers have ardently collaborated with university-based researchers and willingly joined in state and nationwide professional development chances to develop their own learning and teaching in science education (Luft, 2007; Luft, Roehrig, & Patterson, 2003; Lotter, Harwood, & Bonner, 2007)
Beliefs about Reformed Science Teaching and Learning (BARSTL) consists of four subscales including (a) the nature of the science curriculum (NOSC), (b) characteristics of teachers and the learning environment (CTLE), (c) lesson design and implementation (LDI), and (d) how people learn about science (HPLS) (Sampson, Enderle, & Grooms, 2013)
We found a significant difference in the scores for Lesson Design and Implementation (LDI) in the US (M=23.82, SD=2.25) and in Turkey (M=22.81, SD=2.35) conditions; t(63)=1.73, p=0.09

Summary

Introduction

Achieving reform-based education continues to be problematic in classrooms even though many teachers have ardently collaborated with university-based researchers and willingly joined in state and nationwide professional development chances to develop their own learning and teaching in science education (Luft, 2007; Luft, Roehrig, & Patterson, 2003; Lotter, Harwood, & Bonner, 2007). Current studies indicate that beliefs of teachers about the learning and teaching of science, the role of the teacher, and the authorized curriculum can hinder novel practice recommended during professional development trainings (Munby, Cunningham, & Lock, 2000; Huberman & Middlebrooks, 2000; Yerrick et al, 1997). Achievement of educational reform relies on teachers’ understanding of constructivist learning and teaching, and highlight the need for a shift in beliefs of teachers to apply these perceptions to the real world, i.e., the classroom (Bransford & National Research Council, 2000). Current studies have exposed that the connection between the beliefs of teachers and practices have a symbiotic relationship with one another (Crawford, 2007; Smith & Southerland, 2007). This study aimed to investigate the effect of science education on jel.ccsenet.org

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