Science Teachers' Views On Seasons And Climate Unit

Abstract

The seasons and climate unit, which is a unit requiring an interdisciplinary approach within the scope of the science course, is covered within the scope of the 8th grade middle school science course according to the recent change in the science curriculum. Within the scope of the study, we aimed to determine science teachers' views on the seasons and climate unit in terms of teacher readiness. Descriptive analysis, one of the qualitative research methods, was preferred in the research process. During the process, semi-structured interviews were conducted with 22 volunteer science teachers and the data obtained was coded by two different people. While coding, a process in the target-objective-implementation plane was taken into consideration. As a result of the study, it was concluded that the place of the seasons and climate unit in the curriculum was found appropriate by the teachers, the fact that there were teachers who did not receive any training on this subject during their undergraduate education revealed misconceptions in the teaching of the subject, the subject was understandable by the students, the learning level of the students was tried to increase with modelling and experimentation, and the use of educational materials other than the textbook was emphasized. Findings of the study implicate that focusing on in-service training of teachers will be beneficial for teachers to use different teaching methods and techniques in their lessons.