An investigation of teachers' views about content regulation of learning objects that are used in concept instruction in science course

The purpose of this study is to investigate secondary school science education teachers' views about organizing content of the learning objects used in science education course. The study utilized a phenomenological method, which is one of the qualitative approaches. The study sample was 31 teachers who were chosen among private and state schools using criterion sampling method. The data were collected via the semi-structured interview form developed by the researcher. The data were analyzed using content analysis method. Frequency and percentage analysis was performed for the codes obtained with content analysis. Results show that some of the teachers thought definitions in the concepts in LOs were appropriate to students' levels, accurate and sufficient, and had distinguishing features in definitions. On the other hand, some of the teachers stated that the definitions were superficial, some definitions contained unknown concepts, some of them were deficient and inaccurate, and the distinguishing features were not fully provided. Similarly, some teachers thought that the distinguishing features of the concepts were provided in the LOs, and the features were sufficient and appropriate to grade level. On the other hand, a number of teachers stated that the distinguishing features of some concepts were not appropriate to students' grade level, and thus were not given. An evaluation in relation to examples and non-examples of the concepts showed that some teachers said examples were provided in LOs, they were sufficient, and they were presented from easier to more difficult ones. However, some other teachers stated that non-examples were not provided in LOs and the number of examples was not sufficient. As to concept schemas, some teachers were found to think that concept schemas were sufficient and accurate while some other teachers thought they were rarely given in LOs or they were not given at all. Finally, the teachers indicated that LOs used in concept teaching mostly utilized techniques such as attention gathering tools, summaries, feedback, analogies, metaphors, and concept maps; but the less frequently used ones were indicated as repetition, alignment, prerequisite information, mnemonic devices, and cognitive maps. Results also show that teachers indicate various points of views regarding the content regulations of LOs used in concept teaching in science education course, and that there are deficiencies in the LOs they use in terms of fundamental and supportive content components. Based on the participants' views, especially non-distinguishing concept features, non-examples and concept schemas were rarely involved in LOs, and they were not involved at all in some LOs. Results of this study indicate that LOs used by teachers for the instruction of science concepts should be reviewed and organized in terms of content. In this regard, concept analyses should be performed before LO designs so that accurate and sufficient information related to content components can be provided. In addition, supportive content components and strategies are recommended to be included; some examples are concept maps, knowledge maps, cognitive maps, pre-requisite information, mnemonic devices, presentation of information at appropriate order, and repetition. Besides, teachers' instruction skills such as preparing, developing, and organizing LOs could be improved through workshops or in-service trainings. Keywords: Learning object, organizing content, compenents of the concept, science education.