High school science teachers' beliefs and attitudes towards the use of interactive whiteboards in education

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buir.advisorAteşkan, Armağan
dc.contributor.authorAnatürk, Ceren
dc.date.accessioned2016-01-08T18:26:46Z
dc.date.available2016-01-08T18:26:46Z
dc.date.issued2014
dc.descriptionAnkara : The Graduate School of Education of Bilkent University, 2014.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2014.en_US
dc.descriptionIncludes bibliographical references leaves 72-81.en_US
dc.description.abstractIn recent years, the field of educational technology has rapidly developed and facilitated the integration of new generation technological tools into education. Interactive white boards (IWBs) are one of the popular technological tools which can be named as a product of this progression. In Turkey, with the scope of the FATİH (Movement of Enhancing Opportunities and Improving Technology) Project, the Ministry of National Education (MoNE) also distributed IWBs with internet connection for selected 17 pilot cities all around Turkey. This study explored high school science teachers’ beliefs and attitudes towards the use of IWBs by considering six different FATİH Project pilot high schools in Ankara. Science teachers (biology, physics and chemistry) from six of the high schools were selected and 36 teachers participated to the questionnaire out of 46. Of these, three teachers from each school were chosen by considering their questionnaire results with purposeful sampling method. The study utilized mixed-methods approaches so quantitative data (questionnaire) were complemented by qualitative data (interviews and classroom observations).The results were analyzed with descriptive statistics and qualitative data analysis methods. According to the results, teachers agreed that IWBs are teaching tools which facilitate reaching different sources and displaying them to the whole class immediately. Although teachers have positive attitudes towards the use of IWBs, it was seen that most of them do not feel comfortable while using IWBs in the classrooms. The reason for that was explained with insufficient in-service trainings by considering interview results. Moreover usage differences among science teachers (physics, chemistry and biology), common problems which are related to IWBs and contributions of IWBs to particular teaching process of the high school science teachers were indicated in following sections.en_US
dc.description.provenanceMade available in DSpace on 2016-01-08T18:26:46Z (GMT). No. of bitstreams: 1 0006619.pdf: 1310579 bytes, checksum: b847433ddc0e3e6adf476640f6254cb0 (MD5)en
dc.description.statementofresponsibilityAnatürk, Cerenen_US
dc.format.extentxii, 90 leaves, charts, plates, illustrationsen_US
dc.identifier.urihttp://hdl.handle.net/11693/15923
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectSecondary educationen_US
dc.subjectinteractiveen_US
dc.subjectinteractive whiteboarden_US
dc.subjectbeliefen_US
dc.subjectattitudeen_US
dc.subject.lccQ181 .A53 2014en_US
dc.subject.lcshScience--Study and teaching.en_US
dc.subject.lcshScience education--Turkey.en_US
dc.subject.lcshScience--Research--Turkey.en_US
dc.subject.lcshScience teachers.en_US
dc.titleHigh school science teachers' beliefs and attitudes towards the use of interactive whiteboards in educationen_US
dc.typeThesisen_US
thesis.degree.disciplineCurriculum and Instruction
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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