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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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Observation
The observation findings of three chemistry teachers working in different schools and teaching experiences after observed for 10 hours are presented in Table III.
Table III: Using methods, techniques and activities
ACTIVITIES
I
II
III
f
f
f
The repetition of the previous lesson
10
10
10
Expression
10
10
10
Taking Note
10
10
10
Question-answer method
8
10
10
Giving samples from their everyday life
9
8
8
Using a model
1
-
-
Experiment in the lab.
5
-
-
Watching film, video, etc.
-
-
-
Demonstration
2
2
1
Problem solving
10
10
10
Using analogies
2
-
-
Using techniques where students are active
-
-
-
Making experiments using simple tools
2
-
-
Using concept maps
-
-
-
Group working
-
-
-
Solving problems the students face in their everyday life
-
-
-
Classroom discussion
5
2
3
Debate
2
1
1
I: teacher with 7 years experience, II: teacher with 15 years experience, III: teacher with 15 years experience, f: frequency of activities used in observed sessions. 1 and Ss2
As shown in Table III, three teachers have used the activities such as the repetition of the previous lesson; expressing, taking notes, solving and making them solve the problem in their teaching sessions. They seldom benefit from the techniques such as giving samples from their everyday life, making experiments, classroom discussions and debates. On the other hand they never use the active learning techniques (Problem solving, using concept maps ...).
Copyright (C) 2006 HKIEd APFSLT. Volume 7, Issue 1, Article 2 (June, 2006). All Rights Reserved
