Variation among schools on classroom practices in science based on TIMSS-1999 in Turkey

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dc.authoridAypay, Ahmet/0000-0003-0568-8409
dc.authoridSOZER, Mehmet Akif/0000-0002-1291-4067
dc.contributor.authorAypay, Ahmet
dc.contributor.authorErdogan, Mehmet
dc.contributor.authorSoezer, Mehmet A.
dc.date.accessioned2025-01-27T20:11:46Z
dc.date.available2025-01-27T20:11:46Z
dc.date.issued2007
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe purpose of this study was to investigate the differences among schools using student responses in the Trends in Mathematics and Science Study-1999 (TIMSS-99) data. Schools were classified into two groups based on eighth grade students' overall achievement in science. Two different discriminant function analyses were performed to distinguish high- and low-performing schools, based both on classroom practices and factor structures (student-centered activities, teacher-centered activities, attitudes toward technology use, socioeconomic status [SES], and doing well in science). The results indicate that there were significant differences between the two classifications of schools on ten variables regarding classroom practices and activities, and 29 variables regarding classroom practices, attitudes toward science, use of the computer and overhead projector (OHP), parental background characteristics, and need to do well in science. Contrary to general expectations, technology use (computer, OHP, etc.) was found to be negatively related to science achievement. Teachers should be trained on how to use technology in their classrooms. Turkey recently revised its curriculum to a student-centered approach and this might increase students' ability to transfer knowledge into real life. Teachers and schools should pay more attention to SES effects. Teachers should also work toward building students' confidence in science. (c) 2007 Wiley Periodicals, Inc.
dc.identifier.doi10.1002/tea.20202
dc.identifier.endpage1435
dc.identifier.issn0022-4308
dc.identifier.issue10
dc.identifier.scopus2-s2.0-37649012418
dc.identifier.scopusqualityQ1
dc.identifier.startpage1417
dc.identifier.urihttps://doi.org/10.1002/tea.20202
dc.identifier.urihttps://hdl.handle.net/20.500.12428/20715
dc.identifier.volume44
dc.identifier.wosWOS:000251380500001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherJohn Wiley & Sons Inc
dc.relation.ispartofJournal of Research in Science Teaching
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectgeneral science
dc.subjectattitudes and achievement
dc.subjectmiddle school science
dc.subjectquantitative
dc.titleVariation among schools on classroom practices in science based on TIMSS-1999 in Turkey
dc.typeArticle

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