Author(s): Ayşegül SAĞLAM-ARSLAN | Yasemin DEVECİOĞLU-KAYMAKÇI | Selahattin ARSLAN
Journal: Ondokuz Mayıs University Journal of Education
ISSN 1300-302X
Volume: 28;
Start page: 1;
Date: 2009;
Original page
Keywords: Science and Technology Teachers | Formative Assessment Methods | Problems during Instruction.
ABSTRACT
Recent changes on the Science and Tehnology (ST) curriculum have required using alternative evaluation methods in learning and teaching process. The aim of this study is to determine the ST teachers’ problems while using the alternative evaluation methods during their courses. To achieve this, semi-structured interviews have been conducted with 10 ST teachers from different parts of Trabzon during the academic year 2008-2009. The data, analyzed qualitatively, reveals that the teachers have important difficulties in determining, using and evaluating these methods. At the end of the research, it has been concluded that besides the lack of physical infrastructure, labs and libraries, computer and other technologies in their schools, most of the teachers lack the knowledge and skills to implement these methods. The result of the study has shown that ST teachers need an adaptation process to appropriate the aims and importance of alternative evaluation methods effectively.
Journal: Ondokuz Mayıs University Journal of Education
ISSN 1300-302X
Volume: 28;
Start page: 1;
Date: 2009;
Original page
Keywords: Science and Technology Teachers | Formative Assessment Methods | Problems during Instruction.
ABSTRACT
Recent changes on the Science and Tehnology (ST) curriculum have required using alternative evaluation methods in learning and teaching process. The aim of this study is to determine the ST teachers’ problems while using the alternative evaluation methods during their courses. To achieve this, semi-structured interviews have been conducted with 10 ST teachers from different parts of Trabzon during the academic year 2008-2009. The data, analyzed qualitatively, reveals that the teachers have important difficulties in determining, using and evaluating these methods. At the end of the research, it has been concluded that besides the lack of physical infrastructure, labs and libraries, computer and other technologies in their schools, most of the teachers lack the knowledge and skills to implement these methods. The result of the study has shown that ST teachers need an adaptation process to appropriate the aims and importance of alternative evaluation methods effectively.
