An International Comparison of the Science Education Priorities of Science Teachers, Lecturers and Students in Two Developing Countries: Turkey and Lesotho

Autor/inn/en	Tekkaya, C.; Rochford, K.; Moru, A.; Inal, A.; Demirtas, I.
Titel	An International Comparison of the Science Education Priorities of Science Teachers, Lecturers and Students in Two Developing Countries: Turkey and Lesotho
Quelle	In: South African Journal of Higher Education, 17 (2003) 2, S.187-196 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Educational Objectives; Outcomes of Education; Foreign Countries; Developing Nations; Science Teachers; Educational Resources; Science Education; Teaching Methods; Science Instruction; Comparative Analysis; Teacher Attitudes; Educational Improvement; Teacher Education; Curriculum; Surveys; Secondary School Teachers; College Faculty; Lesotho; Turkey + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Ausland; Developing country; Developing countries; Entwicklungsland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungsmittel; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Lehrerausbildung; Lehrerbildung; Curricula; Lehrplan; Rahmenplan; Survey; Umfrage; Befragung; Fakultät; Türkei
Abstract	Lesotho and Turkey are two developing countries, both relatively deficient in educational resources--one in Southern Africa, and the other straddling the continents of Europe and Asia in the Middle East. This study reports and compares the priorities and responses of (a) 172 Turkish science teachers, lecturers and students, and (b) 171 Lesotho science educators and students, to 20 literature-derived recommendations for improving science education in the two countries. Both quantitative and qualitative survey data are analysed. The educational outcomes of the study are commonly identified areas of future concentration and corresponding sets of recommendations for science teacher-training curricula in these two developing nations. In both Turkey and Lesotho the most frequently prioritised recommendations are found to be similar. They are: to engage "more self-discovery" in science learning; to introduce "more real life skills" into science teaching; to utilise better science "teaching methods"; and to acquire "more resources" for science and technology lessons. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10