Can Science Pedagogy in English Schools Inform Educational Reform in Turkey?

Abstract

This paper discusses the nature of science education in England, where constructivist principles have informed science education for several decades. A series of lesson observations were carried out to explore the extent to which English science lessons match the ‘ideal’ of constructivist teaching that has now become the expected approach recommended by the Turkish government. Four schools and a sixth form college were visited to meet staff and observe some teaching. Two lessons in each of the schools, and five in the college, were observed. An observation guide developed from the research literature was used to focus observations on aspects of teaching and learning considered most relevant to a constructivist approach. In particular eight areas were identified that might potentially distinguish between the more traditional teaching common in Turkey and the recommended ideal of ‘constructivist’ teaching. The overall characterization of the science teaching observed was that it was generally ‘progressive’ when compared with the traditional lessons that make up the common practice in Turkey. However, this study suggests that science teaching in England does not fully match the ideal of constructivist teaching. The conditions needed to bring about a major shift in classroom pedagogic practices are considered, with special reference to how the situation in England can inform Turkish science education.