|
Makale Özeti:
|
The purpose of the study is to determine how chemistry textbooks used by expert chemistry teachers are used during teaching process in secondary education, and to find how prospective chemistry teachers evaluate the situation mentioned. Thus, a project concerned with how expert chemistry teachers use them in their classes was carried out. Based on the research context, an interview that was used to interview with expert chemistry teachers by prospective chemistry teachers was prepared by the author. Next, prospective chemistry teachers were asked to evaluate how expert chemistry teachers used textbooks. The sample group of the study consisted of 21 expert high school chemistry teachers working at schools in Balıkesir and 21 prospective chemistry teachers studying at Education Faculty of Balıkesir University during 2007-2008 academic years.
The findings of the study revealed that expert chemistry teachers did not use textbooks during their teaching process while they used them as the sources of problems and exercises at the end of units. Furthermore, it was found that University Entrance Exam (OSS) had an effect on how to use the textbooks by teachers.
The purpose of the study is to determine how chemistry textbooks used by expert chemistry teachers are used during teaching process in secondary education, and to find how prospective chemistry teachers evaluate the situation mentioned. Thus, a project concerned with how expert chemistry teachers use them in their classes was carried out. Based on the research context, an interview that was used to interview with expert chemistry teachers by prospective chemistry teachers was prepared by the author. Next, prospective chemistry teachers were asked to evaluate how expert chemistry teachers used textbooks. The sample group of the study consisted of 21 expert high school chemistry teachers working at schools in Balıkesir and 21 prospective chemistry teachers studying at Education Faculty of Balıkesir University during 2007-2008 academic years.
The findings of the study revealed that expert chemistry teachers did not use textbooks during their teaching process while they used them as the sources of problems and exercises at the end of units. Furthermore, it was found that University Entrance Exam (OSS) had an effect on how to use the textbooks by teachers.
The purpose of the study is to determine how chemistry textbooks used by expert chemistry teachers are used during teaching process in secondary education, and to find how prospective chemistry teachers evaluate the situation mentioned. Thus, a project concerned with how expert chemistry teachers use them in their classes was carried out. Based on the research context, an interview that was used to interview with expert chemistry teachers by prospective chemistry teachers was prepared by the author. Next, prospective chemistry teachers were asked to evaluate how expert chemistry teachers used textbooks. The sample group of the study consisted of 21 expert high school chemistry teachers working at schools in Balıkesir and 21 prospective chemistry teachers studying at Education Faculty of Balıkesir University during 2007-2008 academic years.
The findings of the study revealed that expert chemistry teachers did not use textbooks during their teaching process while they used them as the sources of problems and exercises at the end of units. Furthermore, it was found that University Entrance Exam (OSS) had an effect on how to use the textbooks by teachers.
The findings of the study revealed that expert chemistry teachers did not use textbooks during their teaching process while they used them as the sources of problems and exercises at the end of units. Furthermore, it was found that University Entrance Exam (OSS) had an effect on how to use the textbooks by teachers.
|
|
Alternatif Dilde Özet:
|
The purpose of the study is to determine how chemistry textbooks used by expert chemistry teachers are used during teaching process in secondary education, and to find how prospective chemistry teachers evaluate the situation mentioned. Thus, a project concerned with how expert chemistry teachers use them in their classes was carried out. Based on the research context, an interview that was used to interview with expert chemistry teachers by prospective chemistry teachers was prepared by the author. Next, prospective chemistry teachers were asked to evaluate how expert chemistry teachers used textbooks. The sample group of the study consisted of 21 expert high school chemistry teachers working at schools in Balıkesir and 21 prospective chemistry teachers studying at Education Faculty of Balıkesir University during 2007-2008 academic years.
The findings of the study revealed that expert chemistry teachers did not use textbooks during their teaching process while they used them as the sources of problems and exercises at the end of units. Furthermore, it was found that University Entrance Exam (OSS) had an effect on how to use the textbooks by teachers
|