Bringing up scientifically literate individuals is the primary aim of
science education. One of the most important instructional model to
provide students being scientifically literate is project-based teaching.
Project-based learning is a model that organizes learning around projects.
This model of teaching engages students in learning knowledge and skills
through an extended inquiry process structured around complex, authentic
questions and carefully designed products and tasks. In this complex
process, teacher has many roles such as coach, facilitator, guide, advisor
and mentor. In order that teachers successfully carry out their roles, their
challenges which they face in this complex process should be identified,
and ways of solution should be developed. In this study, it is aimed to
explore the challenges which science teachers faced in project-based
learning. The cases of this study comprises thirty science teachers who
guides groups of students in preparing projects for national competitions
of science projects. Data which were collected through the 6-question
open-ended questionnaire were analyzed by using content analysis
methodology. According to data, they evaluated their challenges in projectbased
learning in term of four scopes: curriculum, inadequacies of students,
physical inadequacies, inadequacies of teachers. It is concluded from this
study that science teachers need in-service education about project-based
leraning and teaching.
Real Time Impact Factor:
Pending
Author Name: Eylem Bayir, Hasan Ozyildirim
URL: View PDF
Keywords: Project-based learning, science education, teacher education
ISSN: 1312-286?
EISSN: 2535-1125
EOI/DOI:
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