Abstract
SCIENCE TEACHERS’ CURRICULUM BELIEFS: A CASE OF ANTALYA PROVINCE, TURKEY
The aim of this study was to determine the science teachers’ curriculum beliefs. Fort his purpose, the study was carried out with participation of 200 science teachers that working in public schools and using the survey technique that is one of the quantitative research methodology. Data has been obtained Curriculum Orientation Inventory and analyzed via SPSS 17.0 software program for computing frequency, percentage, arithmetic average, standard deviation, independent samples t-test, one-way variation analysis (anova) and simple correlation technique. As a results of this research, science teachers believe in the highest level that cognitive process and humanistic factors should be found in a curriculum and in the lowest level that social-reconstructionist factor should be found in a curriculum but teachers did not reject other currıculum beliefs factors. İn addition this, in terms of sex gender and education levels variables, no statistically significant difference between science teachers’ curriculum beliefs levels has been found but in terms of professional seniority variable significant difference between science teachers’ beliefs levels of cognitive process factor. Also research results showed that there was significant correlation among the curriculum beliefs factors; highest correlation was between social-reconstructionist and humanistic factors and the lowest one was academic and humanistic factors.
Keywords
Curriculum, teachers’ curriculum beliefs, science teachers
