AN ASSESSMENT OF HIGH SCHOOL BIOLOGY CURRICULUM IMPLEMENTATION
Table Of Contents
<p> <b>TABLE OF CONTENTS </b></p><p>ABSTRACT……………………………………………………………….. iii </p><p>DEDICATION…………………………………………………………... vii </p><p>TABLE OF CONTENTS…………………………………………...……..viii </p><p>LIST OF TABLES…………………………………………………...…...... xi </p><p><b>
Chapter 1
. INTRODUCTION…………………………………………………...1 </b></p><p>1.1. Biology Curriculum Implementation in Turkey……..….....................……. 12 </p><p>1.2. Purpose of the Study……………………………………....................…..... 15 </p><p>1.3. Significance of the Study……………………………..…….....................… 15 </p><p>1.4. Definition of Terms…………………………………...…….......................… 16 </p><p><b>Chapter TWO
................................................................................................17</b><br></p><p>2. 0 REVIEW OF LITERATURE……………………………………...................... 17 </p><p>2.1. Curriculum Implementation Research in 1970’s………......................…..… 17 </p><p>2.2. Determinants of Implementation……….…………………..........................…. 23 </p><p>2.3. Curriculum Implementation Research After 1970’s…....…............................. 30 </p><p>2.3.1. Teachers and Curriculum Implementation……….….............................…... 30 </p><p>2.3.1.1. Change and Teacher Development…………….......................................… 38</p><p> 2.3.2. Classroom Environment and Curriculum Implementation………………….. 40 </p><p>2.4. Biology Education and Curriculum Implementation in Turkey………………………… 44 </p><p>2.5. Conclusion………………………………………………….... 51 </p><p><b>Chapter THREE
.............................................................................53</b><br></p><p>3. METHOD…………………………………………………………. 53 </p><p>3.1. Overall Design of the Study……………………………..…... 53 </p><p>3.2. Research Questions……………………………………..……. 54 </p><p>3.3. Population and Selection of Sample…………………..……... 55 </p><p>3.4. Data Collection Instrument……………………………..……. 58 </p><p>3.5. Data Analysis…………………………………………..…….. 59 </p><p>3.6. Limitations of the Study………………………………...……. 60 </p><p><b>Chapter FOUR
......................................................................62</b><br></p><p>4. RESULTS…………………………………………………………. 62 </p><p>4.1. Demographic Information about Teachers………….………. 62 </p><p>4.2. Physical Structure and Facilities of Schools………….……... 66 </p><p>4.3. Perceptions of Biology Curriculum…………………..……… 69 </p><p>4.3.1. Goals, Content and Teaching in Biology Education……. 69 </p><p>4.3.1.1. Required Knowledge, Skills and Attitudes about Biology……………………………. 69 </p><p>4.3.1.2. How Biology Should be Taught?……….…...….................................. 71 </p><p>4.3.2. Perceptions of New Curriculum…………………..........................…….... 73 </p><p>4.3.2.1. How Do Teachers Use the New Curriculum?……............................... 77 </p><p>4.3.2.2. Changes in Teaching with the New Curriculum….................................. 78 </p><p>4.3.2.3. Factors Influencing Learning Environment and Curriculum Implementation………….. 80 </p><p>4.4. Student Attitudes and Influences on Curriculum Implementation…………………….…….. 83 </p><p>4.4.1. Beliefs and Perceptions of Students…………………...............................................… 83 </p><p>4.4.2. Why Students Like Biology Classes?………………....................................................….. 84 </p><p>4.4.3. Why Students Don’t Like Biology Classes?…………................................................. 85 </p><p>4.4.4. How Students’ Level Influence the Process of Curriculum Implementation and Learning Environment?. ...................................................................................................87 </p><p>4.5. Instruction………………………………………….………... 89 </p><p>4.5.1. Teaching Methods and Techniques Used During Instruction……………………………... 89 </p><p>4.5.2. Instructional Materials Used During Instruction……... 112 </p><p>4.5.3. Laboratory Studies……………………………………. 126 </p><p>4.5.3.1. How Often Laboratory Studies are Carried Out?................................ 126 </p><p>4.5.3.2. Strategies Followed During Laboratory Studies…. 128 </p><p>4.5.4. Problems Faced During Instruction…………….. 132 </p><p>4.6. Summary of the Results……..……………………….……... .136 </p><p><b>Chapter FIVE
..............................................................................................145</b><br></p><p>5. CONCLUSIONS AND IMPLICATIONS……………………….. 145 </p><p>5.1. Conclusions……………………………………….………... 145</p><p> 5.1.1. Implementation of Curriculum Intentions in Biology Classes…………………………... 145 </p><p>5.1.2. Local, School and Classroom Level Factors Influencing the Process of Curriculum Implementation……..................................................……. 147 </p><p>5.1.2.1. Local Level Factors…………………………….. 148 </p><p>5.1.2.2. School Level Factors……………………...……... 148 </p><p>5.1.2.3. Classroom Level Factors……………………….. 150</p><p> 5.1.2.3.1. Teacher Related Factors………………..…... 151 </p><p>5.1.2.3.1.1. Teacher Characteristics…………..…... 151 </p><p>5.1.2.3.1.2. Teacher Beliefs and Perceptions…..…. 154 </p><p>5.1.2.3.2. Student Related Factors……………..……… 158 </p><p>5.1.3. Implications for Practice…………………………….... 159 </p><p>5.1.4. Implications for Future Research…………………….. 163 REFERENCES…………………………………………………………... 164 </p><p>APPENDIX A. BIOLOGY CURRICULUM and INSTRUCTION EVALUATION QUESTIONNAIRE…………………………... 171 </p><p><br></p>Project Abstract
ABSTRACT
This study was conducted to investigate and assess the implementation process of the new high school biology curriculum. The major areas in the study included teaching methods and techniques, and instructional materials physical structure and facilities, and local, school and classroom level factors that influence the process of curriculum implementation. The research questions were the following 1) How are the curriculum intentions implemented in biology classes? 2) What local, school and classroom level factors influence the implementation process of the new high school biology curriculum? A survey questionnaire, Biology Curriculum and Instruction Evaluation Questionnaire, was designed. The data collected from randomly selected 685 biology teachers working in public, Anatolian and private/foundation schools in fifteen cities were then analyzed through descriptive and inferential statistics, and qualitative data analysis techniques.
The results revealed that the implementation process of the new high school biology curriculum shows differences at local, school and classroom levels. These differences rely on the physical structure and facilities of schools, some teacher characteristics and some teacher beliefs and perceptions. Yet, one common feature in all these different conditions is the attention called to the need for a change from learning being teacher-centered to student-centered teaching and learning process and the need to revise curriculum content and timing for its implementation.
Keywords biology teaching, curriculum implementation, teacher characteristics, teacher beliefs and perceptions
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