期刊名称:e-International Journal of Educational Research
印刷版ISSN:1309-6265
出版年度:2011
卷号:2
期号:2
DOI:10.19160/e-ijer.33540
语种:
出版社:E-International Journal of Educational Research
摘要:Purpose: The aim of this study is to research the different methods used by biology teachers and their effects on the success of the students. Method: To this aim, a questionnaire with three parts was prepared. To estimate the reliability of the questionnaire, a sample was applied to the 39 biology teachers working in the center of Erzurum province, and the reliability of the questionnaire was measured at 0.70. The questionnaire was then applied to 96 biology teachers. The first part of the questionnaire includes personal information about the teachers. The second part included questions on teaching methods, the aim of biology teaching, factors affecting the teachers' choice of methods and an open ended question about what method or methods should be used to increase the success level of the students. In the third part, some views related to teaching methods have been put forward, and the teachers were asked whether they agreed with these views and these views were evaluated using the Triple Likert Type measurement tool. The frequency, average and ratio distributions of the data obtained by the questionnaire were calculated by using the SPSS-15 packet programme. Results and Discussion: In order to determine whether sex, type of high school and work experience have any affects on the results of the questionnaire, Multiple Sided Variance Analysis was applied and it was discovered that there were no significant differences between the type of high school (F=1.909, p=0.119) and work experience (F=1.520, p=0.207). It was also revealed that teachers prefer the narration, question/answer and demonstration methods, respectively. The results of our study are in parallel with the studies of Bora (2002) and Yaman (1998). According to Yaman (1998), teachers prefer these methods for their suitability in biology lessons, in terms of the numbers of the students, for the length of lessons and their being traditional methods. However, it cannot be expected that students will be successful by using classic methods alone. Modern methods should also be applied. And, often, according to the features of the topics, different methods can be required. For example, teachers' first supplying information on the topic using the narration method, then the question/answer method, ensuring the students comprehend the topic, with the use of various pictures, models, films and computers from time to time, and if possible, encouraging the students to carry out the experiments by themselves all contribute to the success of the students. In our study, 70.2% of the teachers claimed that instead of teaching biology in detail, the students should be shown ways in which to gain scientific knowledge. While choosing a method, the individual differences of the students should be considered. The same results should not be expected from students who are physically, spiritually, logically and socially different from each other because each student will study and reach conclusions according to his/her condition and capacity. In addition, it is clear that in order to increase the success of the student, the use of laboratories, and the question/answer and demonstration methods are all necessary. But the reason why teachers prefer the narration method instead of the laboratory method is the unavailability of biology laboratories in many high schools, insufficient materials and tools and the excessive number of students in classes. However, in teaching biology, observation and experimentation methods are emphasized as being very important. Conscious learning cannot be achieved without giving importance to experiments. Through experiments, students learn learning by doing, using materials and tools correctly, doing-recording and summarizing, and also by evaluating (Gerçek and Soran, 2005). Another reason is that biology curricula are heavy and lesson hours are inadequate. It has been found that the education a student receives at university is effective in choosing methods. Gerçek and Soran (2005) support our findings. It has also been established that teachers seldom use the visit and observation method as it means greater responsibility for the teacher of the students on the trip and because of financial problems. In fact, biology is a discipline strongly connected with the environment; therefore, the environment makes for a natural learning place for the students to understand the relationships between nature-humans and living things-nonliving things. For Ekici (2002), the reasons why teachers do not use the environment are these: the topics in the curriculum are not suitable for out of class teaching methods, using these methods are quite difficult, the students are anxious about gaining entrance to university and therefore time is limited. The teachers expressed the following reasons for not applying the teaching methods completely: classes are too crowded, laboratories are inadequate and the schools are financially insufficient. For the teachers, the features of the topics, the qualities that the teacher wants his students to gain and financial conditions affect the choice of methods in teaching biology. Conclusion: In this study, it is determined that teachers often use narration, question-answer and demonstration methods; they seldom use the visit-observation or project method according to the subject of the lesson. Also, they use the laboratory method according to the school's capacity and believe that this method is the most important method in effecting student achievement. As a result, biology teachers should focus on teaching methods that help students to understand essential concepts and develop their reasoning skills together with scientific methods. Key Words: Biology teaching, method, success, teacher.