ARE SCIENCE TEACHERS REALLY AWARE OF THE IMPORTANCE OF EDUCATIONAL RESEARCH?

Feyzi Osman Pekel, Süleyman Akçay

Abstract


Teachers are expected to consider the implications of recommendations made in educational research. In-service teachers are primary actors who play a leading role in education, so their attitudes towards educational research and researchers are more important than those of pre-service or trainee teachers. This study aims to find out in-service science teachers’ attitudes towards education research and some the factors that affect them such as gender, teacher’s subject area, seniority, and postgraduate research area. The research data was obtained using a Likert-type scale developed by Ilhan, Şekerci, Sözbilir & Yildirim (2013). The study sample included 108 in-service high school science teachers from Turkey. The results show that in-service science teachers find educational research applicable and necessary but of limited value. Teachers who graduated from education faculties have more positive attitudes towards educational research and teachers who are newly appointed to the profession have a better understanding of the utilities and value of educational research. This study emphasizes and underlines that science teachers’ attitudes towards the value of educational research are under the targeted level. In order to adequately support science teachers and provide them with the intended competencies of their curricula, this study provides some implications for both teachers and researchers in science education.

 

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educational research, science education, teachers’ attitudes

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