Teachers' Views about Science and Technology Curriculum in Citizenship Education

By Muhammet Ozden.

Published by The International Journal of Science, Mathematics and Technology Learning

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Beginning from early childhood, individuals have gained citizenship awareness via formal and informal education programs during their lives and it is intended to make individuals own citizenship qualifications. All of the courses in the program function well with respect to citizenship education. In this context, a science and technology course is considered to have responsibility about citizenship education. In this study, it is aimed to discover primary school teachers’ views about science and technology curriculum in terms of citizenship education. Concerning the purpose of the study, a qualitative phenomenological research was designed and data were collected through semi-structured interviews with primary school teachers. The participants of the study were twenty-four primary school teachers, who were selected through criterion sampling. The gathered data were analyzed through induction analysis technique. The research results indicated that (i) primary school teachers generally thought that science and technology curriculum is insufficient in terms of citizenship education, (ii) and explained that they need some clear statement and information in the curriculum to guide them to achieve science and technology education for citizenship education.

Keywords: Citizenship Education, Science and Technology, Curriculum, Education, Primary School Teacher

The International Journal of Science, Mathematics and Technology Learning, Volume 19, Issue 3, pp.103-112. Article: Print (Spiral Bound). Article: Electronic (PDF File; 195.234KB).

Dr. Muhammet Ozden

Egitim Fakultesi, Dumlupinar Universitesi, Merkez, Kutahya, Turkey