SavedAdd your journal

Journals / Participatory Educational Research / 2015 / Cilt: 2 - Sayı: 3

Relationship between the Attidutes of Science Teachers towards Technology and Their Teaching Styles

Sevilay KARAMUSTAFAOĞLU
Recep ÇAKIR
Ayşegül CELEP
Pages
67–78
Publication Date
2015-10-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

However, other similar studies can be conducted in different regions or for other disciplines so that the obtained results can be compared.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this study, it is aimed to investigate the relationship between the attitudes of science education teachers towards technology and teaching styles.
📊
Key Findings & Data:The sample of the study consists of 102 science education teachers (male=48, female=54) working in different schools in Amasya province of Turkey.
💡
Conclusion & Impact:However, other similar studies can be conducted in different regions or for other disciplines so that the obtained results can be compared.
🔬Design:Survey & Empirical Study
📍Scope:2008 Verileri
⚙️Variables:Science education teachers · Attitude towards technology · Teaching styles

Abstract

In this study, it is aimed to investigate the relationship between the attitudes of science education teachers towards technology and teaching styles. Correlational survey research was used. The sample of the study consists of 102 science education teachers (male=48, female=54) working in different schools in Amasya province of Turkey. In this study, “Technology Attitude Scale” developed by Yavuz and Coşkun (2008) and “Teaching Style Scale” developed by Grasha (1996) were used to collect the data. Frequencies and percentiles were used for descriptive data analysis and t-test and pearson correlation were used for inferential data analysis. According to the descriptive results, expert and delegator teaching styles are found high and their formal authority, personal model and facilitator teaching styles are found at medium level. The inferential results of the study indicated that there is a positive correlation between the participants’ technology attitude and teaching style. It was observed that there is a positive correlation between the attitudes towards technology and expert, formal authority, personal model, facilitator and delegator teaching styles. This study was only carried out in Amasya city center. However, other similar studies can be conducted in different regions or for other disciplines so that the obtained results can be compared.

🔖

Cite This Article

KARAMUSTAFAOĞLU, S., ÇAKIR, R., CELEP, A. (2015). Relationship between the Attidutes of Science Teachers towards Technology and Their Teaching Styles. Participatory Educational Research, Cilt: 2 - Sayı: 3, 67–78. https://ajindex.com/articles/239209

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Akpınar, B. & Turan, M. (2002). İlköğretim Okullarında Fen ve Teknoloji Eğitiminde Materyal Kullanımı. [Use of Materyal in Science Education in Elementary Schools] V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Bildiriler Kitabı, Cilt: 1, s: 219–225,
  2. ODTÜ, Ankara.
  3. Alkan, C. (1997). Eğitim Teknolojisi. [Educational Technology]Ankara:
  4. Anı Yayıncılık. Ayvacı, H. Ş., Er Nas, S., Şenel, T., & Nas, H. (2007). Öğretmen Adaylarının Öğretim Teknolojilerini Kullanmaya Yönelik Düşünceleri ve bu Teknolojileri Kullanma Yeterlilikleri. [Thoughts and Competencies of Preservice Teachers towards Using Instructional Technologies] 7th International Educational Technology Conference, Near East University. Baki, A., Yalçınkaya, H.A., Özpınar, İ. & Uzun, S.Ç. (2009). Comparing views of primary school mathematics teachers and prospective mathematics teachers about instructional technologies. Turkish Journal of Computer and Mathematics Education, 1(1), 65-83.
  5. Başaran, İ. E., (1978). Eğitime Giriş.[Introduction to the Education] Ankara:
  6. Bimaş Matbaacılık Bilgin, İ., Uzuntiryaki, E. & Geban Ö. (2002). Kimya Öğretmenlerinin Öğretim Yaklaşımlarının Lise 1. ve Lise 2. Sınıf Öğrencilerinin Kimya Dersi Başarı ve Tutumuna Etkisinin İncelenmesi. [The Investigation of the Effects of Chemistry Teachers’ Teaching Approaches on First and Second Grade High School Students’ Achievement and Attitudes] V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Bildiriler Kitabı, Cilt: 1, s: 156–159,
  7. ODTÜ, Ankara. Bilgin İ. & Bahar, M. (2008). Investigation of the relationship between teaching and learning styles of primary school teachers. Gazi Üniversity Journal of Gazi Educational Faculty, 28(1), 19-38. Boz Y. & Uzuntiryaki, E. (2006). Fen Öğretmen Adaylarının Öz Yeterlik İnançlarının Öğretme Stillerine Etkisi Üzerine Bir Çalışma. [A Study of the Effects of Preservice Science Teachers’ Self-Efficacy Beliefs on Their Teaching Styles] VII. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresinde Sunulan Bildiri, Gazi Üniversitesi,
  8. Ankara.
  9. Büyükkaragöz, S. & Çivi, C. (1997), Genel Öğretim Yöntemleri, [General Teaching Methods] Konya: Öz Eğitim Yayınları.
  10. Çepni, S. (2010). Araştırma ve Proje Çalışmalarına Giriş [Introduction of the Research and Project Studies] (5. Baskı), Trabzon Çilenti, K. (1988). Eğitim Teknolojisi ve Öğretim. [Educational Technology and Instruction] Ankara:
  11. Kadıoğlu Matbaası. Demirel, Ö. (2003). Öğretimde planlama ve değerlendirme: Öğretme sanatı [Instructional planning a