Comparison of elementary students’ images of science teaching for Turkish, dutch, Scottish, and German science classrooms

Basit Öğe Kaydı
dc.contributor.authorTurkmen H.
dc.contributor.authorUnver E.
dc.date.accessioned2019-10-26T21:14:25Z
dc.date.available2019-10-26T21:14:25Z
dc.date.issued2018
dc.departmentEge Üniversitesien_US
dc.description.abstractThe Draw-A-Science –Teacher-Test Checklist (DASTT-C) is an useful instrument to show how our science teaching environment and science teacher behaviors have been going on. This study is a cross cultural and comparative study to contribute to literature of problems of science teacher behaviors and of science learning environment. The purpose of this study is to investigate Turkish, Scottish, Dutch and German elementary students’ images of science teachers and science teaching environment and to compare Turkish science teaching environment with other three countries. 128 elementary students from four different countries have joined this study in order to collect data. The results from the study have showed that Turkish elementary students’ perspectives of science teaching style is 4.5% student-centered, 36.4% between student-teacher-centered, and 59.1% teacher-centered. The Scottish elementary students’ perspectives of science teaching style is 38.6% student-centered, 52.3% between student-teacher-centered, and 9.1% teacher-centered. The Dutch elementary students’ perspectives of science teaching style is 25% student-centered, 50% between student-teacher-centered, and 25% teacher-centered. The German elementary students’ perspectives of science teaching style is 24% student-centered, 55% between student-teacher-centered, and 21% teacher-centered. © 2018 by authors, all rights reserved.en_US
dc.description.sponsorshipYükseköğretim Kurulu, YOKen_US
dc.description.sponsorshipEducational dynamics, Council of Higher Education, Academics, Ministry of Education and Educational Social Unions, must work together to make decisions in a same positive scientific way. --en_US
dc.identifier.doi10.13189/ujer.2018.061127
dc.identifier.endpage2633en_US
dc.identifier.issn2332-3205
dc.identifier.issn2332-3205en_US
dc.identifier.issue11en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage2624en_US
dc.identifier.urihttps://doi.org/10.13189/ujer.2018.061127
dc.identifier.urihttps://hdl.handle.net/11454/15866
dc.identifier.volume6en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherHorizon Research Publishingen_US
dc.relation.ispartofUniversal Journal of Educational Researchen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDASTT-Cen_US
dc.subjectScience Educationen_US
dc.titleComparison of elementary students’ images of science teaching for Turkish, dutch, Scottish, and German science classroomsen_US
dc.typeArticleen_US

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