DETERMINATION OF SCIENCE TEACHERS' OPINIONS ABOUT OUTDOOR EDUCATION

The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by recognizing the nature and the natural environment. Qualitative research method was used in this research. The study group of the research constitutes 16 science teachers. A semi-structured interview form was used as a data collection tool. According to the results of the research, most science teachers stated that they have taken their students to science centers and museums as the outdoor education environment in order for the students to be aware of the nature and the natural environment. They desired to use the outdoor learning environments, but the conditions of them are not appropriate. Teachers stated that they had problems in school-family cooperation, in-service training and obtaining legal permission.  Article visualizations

Opinions of Science Teachers for Classroom Management

This study investigates science teachers' concerns about how to achieve effective classroom management, with particular reference to classroom communication, student motivation, physical environments and unwanted student behaviors. A qualitative research method is used in this research. The semi-structured interview form is developed by the researchers as a data collection tool. The study group consists of fourteen science teachers who are working in Mugla province of Turkey, in the academic year of 2015-2016. According to the research findings, participating teachers have linked effective classroom communications to such aspects as student participation and a democratic and sincere classroom environment. In addition, they have also stated that effective classroom management are linked to the following: proper material usage, asking questions, feeling the importance of lessons, physical environment, laboratory environment, a U-shaped seating plan, use of an interactive whiteboard, verbal warnings to correct undesirable behaviors, trying to understand the causes of problems, giving responsibility, establishing eye contact, proper punishments, interviewing parents, guiding teachers and sending students to principal’s room

THE OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON SCHOOL PRACTICE

The aim of this research is to identify the problems faced by the pre-service science teachers in the process of school practice, and to determine possible solutions. School practice is very important in establishing theory-practice relationships for the candidate teachers. A qualitative design was employed for this research study. The participants of this study were 14 pre-service science teachers who pursued in their studies in the academic year period of 2016-2017. A semi-structured interview form was used as a data collection tool. In the research findings, it was revealed that the teachers had problems in planning the teaching during its practice. During the application of teaching, in addition, deficiencies in teaching methods, techniques and measurement and evaluation methods used by candidate teachers were observed. It was found that the pre-service teachers used most likely experimental pre-service science teachers used more traditional assessment tools