土耳其化学教师对实施主动学习方法的看法.docxVIP

Abstract Active learning is advocated as a better way of teaching for several decades in science education. The purpose of this study was to determine chemistry teachers’ thinking and views about student-centered activities applicable in chemistry teaching and learning in the study context. A case study approach was used in this research. At the beginning, semi-structured interviews were carried out with 10 chemistry teachers. Then, a questionnaire was developed based on the data obtained from the interviews. This questionnaire was implemented to 50 chemistry teachers in Amasya. Finally, a semi-structured observation chart was used in chemistry lessons to determine how these activities came true. In this way, the relation between teachers’ views about active learning techniques and their actual implementation of them were determined. The findings showed that although teachers are aware of student-centered chemistry instruction, they are still using traditional techniques widely in instruction. It was also found out that laboratories are physically insufficient in many cases and they do not have adequate equipments and chemical substances for performing properly the experiments. One of the reasons why teachers are not using these active learning techniques can be explained by the Student Selection Exam (?SS) done yearly to enroll students at Higher Education Institutions. Some suggestions were presented based on the results. Key Words: Active Learning, Student-Centered Learning, Lycée Chemistry Education Introduction Active learning, through which students become active participants in the learning process, is an important means for development of student skills. In the process of active learning, students move from being passive recipients of knowledge to being participants in activities that encompass analysis, synthesis and evaluation besides developing skills, values and attitudes (Sivan, et al., 2000). Active learning not only emphasizes the development of stu