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Asia-Pacific Forum on Science Learning and Teaching, Volume 7, Issue 1, Article 2 (June, 2006) Sevilay KARAMUSTAFAOGLU, Bayram COŞTU and Alipaşa AYAS Turkish chemistry teachers’ views about an implementation of the active learning approaches in their lessons
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Methodology
A case study research methodology is used in this study. This methodology provides opportunities to employ a wide variety of techniques for in-depth investigation (Bell 1987, Merriam 1988). In this methodology, the instruments and the sample for each instrument together with the analysis of data are indicated below.
The sample of the study consisted of 50 experienced chemistry teachers randomly selected from the secondary schools located in Amasya in Turkey.
Six open-ended questions were developed to find out the teachers’ views about active learning techniques, the necessary conditions to use them and how student-centered learning was implemented in the learning environment. The first author of the study asked these questions to the teachers in a semi-structured interview sequence. Based on the interview results, a questionnaire consisting of three parts was developed. In the first part of the questionnaire, the teachers were asked questions related to personal characteristics, such as teaching experience, number of students in their classes, textbooks and other materials they used in teaching chemistry. In the second part; the following issues were written down in charts. These are: learning techniques (learning techniques related to both active and traditional learning), whether or not they are able to use these techniques, and the usefulness of these techniques. Teachers marked their answers in related columns on the charts. The last part also consists of the following questions: What is the meaning of active learning? What does the active learning imply?, How are these techniques implemented in the classes? What is the rate of their usage of this technique in teaching? What are the conditions for implementations of this technique?
The questionnaire validity and reliability were secured by the following steps. Firstly, we wrote items and then invited a group of chemistry educator to check and revise them. Afterwards, the questionnaire was piloted. Finally, based on the pilot results, some revisions were made. These processes should help to increase validity and reliability of the questionnaire. Finally, a semi-structured observation chart was used in order to determine relations between teachers’ views about active learning techniques (based on the data from the interview and questionnaire) and their actual implementation of them. Semi-structured observation charts, developed by Karamustafaoglu, et al (2001) and used with some minor changes, were filled in the classes. In the light of our aim, ten chemistry classes were taught by three teachers in different schools were observed by the first author.
The collected data from the interviews were categorized in accordance with similarities and differences of teachers’ views. The questionnaire consists of three parts and each part analyzed in different ways. The first and second parts were analyzed by calculating percentages of frequency. The third part was analyzed by evaluating teachers’ explanations. The collected data from the semi-structured observations were analyzed by giving tables of frequency of teaching techniques used by the three teachers in their classes in terms of their teaching experiences.
The findings were presented below to determine the views and ideas of the chemistry teachers who use active learning activities in chemistry education.
The collected data from the interviews were categorized in accordance with similarities and differences of the teachers’ explanations. Interview questions and the teachers’ responses to these were given below in detail.
Question 1: What are the teaching approaches in developing science curriculum materials in Turkey? Do you have necessary information about them?
Most of the teachers gave responses to this question like this: “Recently, a student-centered curriculum was developed in the field of primary science. However, secondary science curriculum did not renew yet. It was developed in 1992 and according to this curriculum textbooks were published. We teach science with these textbooks. The secondary science curriculum does not have student-centered activities. Although it does not have necessary activities, we developed this type of activities based on our experiences and we have improved these. Nevertheless, we do not have necessary knowledge and skills in using student-centered activities. As a conclusion, primary science curriculum is student-centered, but secondary science curriculum is not. Moreover, most of the teachers do not have adequate knowledge about these activities. Some recent modifications were done in education system. We are unable to keep up with these changes and we usually confront some difficulties. One of them is lesson planning. This year, the format of lesson planning is changed but the related in-service training is not given”. A few teachers also stated that: “Science curriculum have often changed in recent years. It is difficult for us to follow-up these changes. There is a textbook wanted to be followed up by National Education Ministry and thus, we do this. Because, most of the teachers’ and our students’ aims are being successful in Student Selection Exam (ÖSS), we do not want to take sufficient information about activities. We have occasionally informed new approaches of teaching in education seminars, but we still do not know how to apply it”.
Question 2: Do you know student-centered learning? In your opinion, how to apply this approach in education?
Seven chemistry teachers stated that we knew this approach, while three teachers did not. Four teachers knowing this approach explained like this: “According to this approach, the most important element is the fact that students are located in the centre and teacher guided to the students. That is, students actively participate in their learning. For example, students could have full responsibility to teach the topic. This approach is especially effective in social science lessons such as history, geography and so forth. However, students could not teach chemistry topics, since they did not know. Students only would be active in laboratory sections because they performed laboratory activities under the guidance of the teachers. The other teachers also stated that we do not know how to implement this type of approaches.
Question 3: Should active learning be applied in implementing student-centered approach? How to use student-centered activities in active learning?
Most of the teachers stated that active learning should be applied in implementing student-centered approach. They also stated that the following issues for either students or teachers should be provided in order to perform student-centered activities. These are; willingness for learning, desire of studying, sufficient materials for performing laboratory activities and teachers’ usage of these and other new techniques. Moreover, they stated that this approach could be more effective if teachers use other new techniques in science lessons.
Question 4: What type of methods and techniques do you use in performing active learning? How to use them?
Most of the teachers stated that providing active learning in secondary schools is very difficult. They put forwarded the following reasons about this.
- Classrooms are very crowded
- Students are generally prepared for Student Selection Exam (ÖSS)
- Because of the ÖSS exam, teachers do not performed laboratory activities in the period of laboratory. In this period, they solve some problems related to the exam, rather than going into the details of the topic.
The teachers in their explanations implied that active learning is provided with learning methods such as brainstorming, role playing, demonstration, laboratory works and so on. They stated that it is very hard to use active learning techniques, especially in lycée 2 and 3 levels, as long as there is ÖSS exam and with 35-40 students in each classroom. One of the surprising explanations of the teachers is that school authorities do not encourage to use this type of techniques. Instead, they encourage teachers to solve problems and make other practices related to ÖSS exam.
Question 5: Do you have necessary equipments to provide active learning in your school.
Most of the teachers stated that facilities of the schools are insufficient in many cases and it is mostly very hard to provide or buy necessary equipments and chemical substances for performing the experiments. They also stated that because of these deficiencies, laboratory activities were not performed in many cases and therefore active learning for students could not be provided. One of the teachers explained that computer aided instruction is one of the way in providing active learning; however, it is not used. The reasons for this are teacher’s lack of necessary information about using computers and having insufficient number of computers in schools. In addition to these, teachers complained the fact that classes are very crowded and this problem was ignored by authorities.
Question 6: Do you believe that your experiences are adequate in order to provide active learning? What are your suggestions for further applications of active learning?
Teachers gave similar explanation for this question. Most of them believe that their experiences are adequate in order to provide active learning. Teachers made some suggestions about active learning and they stated like this: “In order to provide effective teaching one of the requirements is in-service education for teachers. In addition to this, the number of students in classes should be reduced. Laboratories should be prepared for active learning. In Students Selection Exam (ÖSS), items are generally numerical problems; so that these should be reorganized by increasing the items which include conceptual problems. Students should be encouraged to carry out researches. Sometimes, teachers should use computers in their class. Thus, computer needs in schools should be met and students and teachers must be given necessary in-service training about how these computers are used effectively. Apparatus for visual demonstration e.g. concrete models, animations, overhead and so on, should be used to enrich learning environment in laboratories”
Copyright (C) 2006 HKIEd APFSLT. Volume 7, Issue 1, Article 2 (June, 2006). All Rights Reserved.
