Relationship between the Attidutes of Science Teachers towards Technology and Their Teaching Styles

Abstract

In this study, it is aimed to investigate the relationship between the attitudes of science education teachers towards technology and teaching styles. Correlational survey research was used. The sample of the study consists of 102 science education teachers (male=48, female=54) working in different schools in Amasya province of Turkey. In this study, “Technology Attitude Scale” developed by Yavuz and Coskun (2008) and “Teaching Style Scale” developed by Grasha (1996) were used to collect the data. Frequencies and percentiles were used for descriptive data analysis and t-test and pearson correlation were used for inferential data analysis. According to the descriptive results, expert and delegator teaching styles are found high and their formal authority, personal model and facilitator teaching styles are found at medium level. The inferential results of the study indicated that there is a positive correlation between the participants’ technology attitude and teaching style. It was observed that there is a positive correlation between the attitudes towards technology and expert, formal authority, personal model, facilitator and delegator teaching styles. This study was only carried out in Amasya city center. However, other similar studies can be conducted in different regions or for other disciplines so that the obtained results can be compared.