An international comparison of the science education priorities of science teachers, lecturers and students in two developing countries: Turkey and Lesotho

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dc.contributor.authorTekkaya, C
dc.contributor.authorRochford, K
dc.contributor.authorMoru, A M
dc.contributor.authorInal, A
dc.contributor.authorDemirtas, I
dc.date.accessioned2016-08-22T13:59:12Z
dc.date.available2016-08-22T13:59:12Z
dc.date.issued2003
dc.date.updated2015-12-21T14:17:33Z
dc.description.abstractLesotho and Turkey are two developing countries, both relatively deficient in educational resources one in Southern Africa, and the other straddling the continents of Europe and Asia in the Middle East. This study reports and compares the priorities and responses of (a) 172 Turkish science teachers, lecturers and students, and (b) 171 Lesotho science educators and students, to 20 literature derived recommendations for improving science education in the two countries. Both quantitative and qualitative sur vey data are analysed. The educational outcomes of the study are commonly identified areas of future concentration and corresponding sets of recommendations for science teacher training curricula in these two developing nations. In both Turkey and Lesotho the most frequently prioritised recommendations are found to be similar. They are: to engage more self discovery in science learning; to introduce more real life skills into science teaching; to utilise better science teaching methods; and to acquire more resources for science and technology lessons.
dc.identifierhttp://dx.doi.org/10.4314/sajhe.v17i2.25312
dc.identifier.apacitationTekkaya, C., Rochford, K., Moru, A. M., Inal, A., & Demirtas, I. (2003). An international comparison of the science education priorities of science teachers, lecturers and students in two developing countries: Turkey and Lesotho. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/21451en_ZA
dc.identifier.chicagocitationTekkaya, C, K Rochford, A M Moru, A Inal, and I Demirtas "An international comparison of the science education priorities of science teachers, lecturers and students in two developing countries: Turkey and Lesotho." <i>South African Journal of Higher Education</i> (2003) http://hdl.handle.net/11427/21451en_ZA
dc.identifier.citationTekkaya, C., Rochford, K., Moru, A., Inal, A., & Demirtas, I. (2003). An international comparison of the science education priorities of science teachers, lecturers and students in two developing countries: Turkey and Lesotho: Research in higher education. South African Journal of Higher Education, 17(2), p. 187-196.
dc.identifier.issn1011-3487
dc.identifier.ris TY - Journal Article AU - Tekkaya, C AU - Rochford, K AU - Moru, A M AU - Inal, A AU - Demirtas, I AB - Lesotho and Turkey are two developing countries, both relatively deficient in educational resources one in Southern Africa, and the other straddling the continents of Europe and Asia in the Middle East. This study reports and compares the priorities and responses of (a) 172 Turkish science teachers, lecturers and students, and (b) 171 Lesotho science educators and students, to 20 literature derived recommendations for improving science education in the two countries. Both quantitative and qualitative sur vey data are analysed. The educational outcomes of the study are commonly identified areas of future concentration and corresponding sets of recommendations for science teacher training curricula in these two developing nations. In both Turkey and Lesotho the most frequently prioritised recommendations are found to be similar. They are: to engage more self discovery in science learning; to introduce more real life skills into science teaching; to utilise better science teaching methods; and to acquire more resources for science and technology lessons. DA - 2003 DB - OpenUCT DO - 10.4314/sajhe.v17i2.25312 DP - University of Cape Town J1 - South African Journal of Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2003 SM - 1011-3487 T1 - An international comparison of the science education priorities of science teachers, lecturers and students in two developing countries: Turkey and Lesotho TI - An international comparison of the science education priorities of science teachers, lecturers and students in two developing countries: Turkey and Lesotho UR - http://hdl.handle.net/11427/21451 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/21451
dc.identifier.urihttp://dx.doi.org/10.4314/sajhe.v17i2.25312
dc.identifier.vancouvercitationTekkaya C, Rochford K, Moru AM, Inal A, Demirtas I. An international comparison of the science education priorities of science teachers, lecturers and students in two developing countries: Turkey and Lesotho. South African Journal of Higher Education. 2003; http://hdl.handle.net/11427/21451.en_ZA
dc.language.isoeng
dc.publisherHigher Education South Africa
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceSouth African Journal of Higher Education
dc.source.urihttp://www.journals.ac.za/index.php/sajhe
dc.titleAn international comparison of the science education priorities of science teachers, lecturers and students in two developing countries: Turkey and Lesotho
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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