Biology teachers’ perceptions about field trips and their pre-service preparation

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buir.advisorAteşkan, Armağan
dc.contributor.authorSoysal, Gamze
dc.date.accessioned2018-09-27T06:41:09Z
dc.date.available2018-09-27T06:41:09Z
dc.date.copyright2018-09
dc.date.issued2018-09
dc.date.submitted2018-09-24
dc.departmentM.A. in Curriculum and Instructionen_US
dc.descriptionCataloged from PDF version of article.en_US
dc.descriptionThesis (M.S.): Bilkent University, The Program Of Curriculum And Instruction, İhsan Doğramacı Bilkent University, 2018.en_US
dc.descriptionIncludes bibliographical references (leaves 113-119).en_US
dc.description.abstractRecent studies have shown that although being aware of the considerable supplementary benefits of field trips for biology lessons in high school, biology teachers complain about difficulties when planning and implementing field trips. In addition to these barriers, teachers indicate that their pre-service preparation for field trips is insufficient. Thus, the current study investigated biology teachers’ (N=39) perceptions about field trips and related pre-service preparation. Survey data was collected from 10 public and four private schools in Ankara. The significant findings showed that as the years of teaching increased, the teachers considered field trips more challenging especially for providing student safety and being supported by administration. Additionally, the results indicated that the biology teachers with an undergraduate degree considered field trips more challenging than teachers who had earned their Master’s or doctorate. Furthermore, while private school teachers had higher confidence levels and considered field trips more beneficial, public school teachers focused more on the challenges. There were notable differences between male and female teachers regarding perceptions of financial constraints, parental support for field trips and confidence level. Moreover, the field trip activities in pre-service preparation were seemed they were restricted to participation level. Lastly, to eliminate the challenges and include field trip related objectives to classroom lessons, this study suggests adding various field trip activities by teacher education institutions than participation.en_US
dc.description.degreeM.A.en_US
dc.description.provenanceSubmitted by Betül Özen (ozen@bilkent.edu.tr) on 2018-09-27T06:41:09Z No. of bitstreams: 1 10213029.pdf: 2296808 bytes, checksum: 61d6d156e65eb90ed4c3c48ac3e3e594 (MD5)en
dc.description.provenanceMade available in DSpace on 2018-09-27T06:41:09Z (GMT). No. of bitstreams: 1 10213029.pdf: 2296808 bytes, checksum: 61d6d156e65eb90ed4c3c48ac3e3e594 (MD5) Previous issue date: 2018-09en
dc.description.statementofresponsibilityby Gamze Soysal.en_US
dc.format.extentxv, 141 leaves : illustrations ; 30 cm.en_US
dc.identifier.itemidB159027
dc.identifier.urihttp://hdl.handle.net/11693/48023
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectField Tripen_US
dc.subjectPublic Schoolen_US
dc.subjectPrivate Schoolen_US
dc.subjectEnvironmental Educationen_US
dc.subjectPre-Service Teacheren_US
dc.titleBiology teachers’ perceptions about field trips and their pre-service preparationen_US
dc.title.alternativeBiyoloji öğretmenlerinin arazi gezileri hakkındaki algıları ve arazi gezilerine dair hizmet öncesi hazırlıklarıen_US
dc.typeThesisen_US

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