Procedural understanding: teachers perceptions of conceptual basis of practical work

Abstract

This is a study, which attempts to identify the ideas of science teachers about procedural understanding on a conceptual basis. The principle means of data collection was interviewing science teachers, in England and in Turkey, about their views of practical work in the dimension of procedural understanding. Some classroom observations involving practical work were also conducted to see teachers' actual practices. With the analysis of all data, it is hoped that findings would be utilised in informing a new science curriculum and a newly-designed teacher education programme in Turkey. The findings from English teachers suggest that their perceptions of procedural ideas are not as adequate as expected by the requirements of the National Curriculum. The results also present general views of Turkish teachers on practical work, which show that they have no knowledge of procedural understanding. Accordingly, the study concludes with some suggestions for more effective teaching.