EXPLORING THE CHALLENGES THAT SCIENCE TEACHERS FACE IN PROJECT-BASED SCIENCE TEACHING
Journal Title: Годишник на Педагогически факултет - Year 2017, Vol 14, Issue 14
Abstract
Bringing up scientifically literate individuals is the primary aim of science education. One of the most important instructional model to provide students being scientifically literate is project-based teaching. Project-based learning is a model that organizes learning around projects. This model of teaching engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks. In this complex process, teacher has many roles such as coach, facilitator, guide, advisor and mentor. In order that teachers successfully carry out their roles, their challenges which they face in this complex process should be identified, and ways of solution should be developed. In this study, it is aimed to explore the challenges which science teachers faced in project-based learning. The cases of this study comprises thirty science teachers who guides groups of students in preparing projects for national competitions of science projects. Data which were collected through the 6-question open-ended questionnaire were analyzed by using content analysis methodology. According to data, they evaluated their challenges in projectbased learning in term of four scopes: curriculum, inadequacies of students, physical inadequacies, inadequacies of teachers. It is concluded from this study that science teachers need in-service education about project-based leraning and teaching
Authors and Affiliations
Eylem Bayir, Hasan Oyildirim
Keywords
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