'Middle East Technical University, Faculty of Architecture'
Abstract
The purpose of this study was to investigate four in-service physics teachers’ beliefs related to Turkish High School Physics Curriculum (THSPC) and to what extent these beliefs are reflected in their instructional practices. Data were collected through interviews, classroom observations and an open-ended questionnaire. Teachers’ responses to interview questions showed that they believed that teaching physics according to the THSPC helped students use their skills, become interested in physics lessons, relate physics to their daily life and have a permanent knowledge. Besides, teachers believe that they can teach physics according to the THSPC generally by giving examples from daily life and creating a discussion environment. The data obtained from classroom observations showed that the beliefs of teachers about how to teach physics according to the THSPC were reflected in their instructional practices. Teachers’ responses to open-ended questionnaire showed that teachers believed the necessity of attainment of majority of the skill objectives in the THSPC by students. However, they do not consider that students can attain many of the problem solving and information and communication skills. The data obtained from classroom observations showed that they seldom attempted to help students attain them or they never attempted. The data gathered from interviews and an open questionnaire showed that there were some factors that influence teachers’ instructional practices according to the THSPC. For example, they believe that students’ interest in physics lessons and teacher’s opportunity to give more examples about daily life made their teaching physics according to the THSPC easy. However, they believe that university entrance exam, inadequacy of laboratory environment and lesson hours, students’ low economic status and lack of information and communication technologies affected their teaching physics according to the THSPC negatively.Ph.D. - Doctoral Progra
