Document Type
Article
Version
publisher_pdf
Publication Date
4-2014
Abstract
Major science education curriculum reform is taking place in Turkey involving a substantial break with past science curricula. Such reform has significant implications for teachers but to date there has been little research on teacher response to these reforms. The purpose of this qualitative study was to investigate the impact on the teachers who are charged with implementing reforms. Semi-structured interviews with 18 elementary science teachers were conducted and additional observational data was recorded. The interview schedule comprised 23 questions in 9 themes. According to the data analysis, the main problem for teachers is that curriculum reforms involve overly big innovative ideas within unrealistically short timelines and with limited economic investment in human resources and supporting materials. In addition, there is a lack of organization and coherence between system stakeholders. Another drawback is the very centralized educational system and the idea that change can be driven from the top down.
WMU ScholarWorks Citation
Elmas, Ridvan; Öztürk, Nilay; Irmak, Meltem; and Cobern, William W., "An Investigation of Teacher Response to National Science Curriculum Reforms in Turkey" (2014). Scientific Literacy and Cultural Studies Project. 50.
https://scholarworks.wmich.edu/science_slcsp/50
Published Citation
Elmas, R., Öztürk, N., Irmak, M., & Cobern, W. W. (2014). An Investigation of Teacher Response to National Science Curriculum Reforms in Turkey. Eurasian Journal of Physics and Chemistry Education, 6(1): 2-33.
Included in
Curriculum and Instruction Commons, International and Comparative Education Commons, Science and Mathematics Education Commons
Comments
The Eurasian Journal of Physics and Chemistry Education is an open access journal and the article can also be found at http://www.eurasianjournals.com/index.php/ejpce/article/view/899