THE INVESTİGATION OF WORKING IN HIGH SCHOOL SCIENCE TEACHERS’ TEACHING STYLES IN TERMS OF VARIOUS VARIABLES
Information capacity, ever-renewing, and ever-increasing subject to the occurring developments and changes, has become the most important aspect, which determines the society’s level of say among other societies. The skill to make use of the possessed information also brings along the success. Obser...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/5895efe9083444f1998d9d67d3aa1aa7 |
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| Sumario: | Information capacity, ever-renewing, and ever-increasing subject to the occurring developments and changes, has become the most important aspect, which determines the society’s level of say among other societies. The skill to make use of the possessed information also brings along the success. Observing the schools Turkey-wide in terms of success, Science High-Schools come to the fore in view of the ratio of passing the university entrance exam as per the graduated schools. There are numerous variables which influence the success. In this study, having been intended for observing the teachers, among the aforementioned variables influencing the success, together with the dimension of their styles of teaching, teaching styles of teachers serving in the Science High-School were inquired in view of various variables. All science high-schools of the City of Mersin were included in this study, having been conducted in the second half of the educational term of 2012-2013. 94 teachers from the science high-schools of the Districts of Tarsus, Akdeniz, and Yenişehir, participated in the research, in which descriptive method was used for unraveling the existing situation. While the personal information forms, having been prepared by the researchers, were used so as to ascertain the personal details of the teachers, “Grasha Teaching Styles Inventory”, having been developed by Grasha (1994), was utilized in order to ascertain the teaching styles of the same teachers. Having the obtained data analyzed via the SPSS program, it has been found out that, the science high-school teachers, having participated in the study, were crowded in the teaching style group of “Facilitative – Personal Model – Expert”. It was further ascertained that, the teaching styles did not reveal any meaningful difference in terms of gender, professional seniority, and branch. It may very well be said that, the data, having been obtained throughout the research, show parallelism with those from the similar studies within the literature. |
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