Developing a laboratory program for physics teachers' in-service needs: A model for suggestion

SUMMARY Developing a Laboratory Program for Physics Teachers' In-service Needs: A Model for Suggestion This study was planed to develop an in-service course program to improve physics teachers' knowledge, skills and attitudes in using laboratories and also, to suggest an in- service training model which can provide a continuous and effective solution for physics teachers' professional development. The sample consisted of thirty-six physics teachers joined into an in service course program called "Fizik Laboratuar Araçlarını Kullanma Formatörlük Kursu" organized in Malatya and forty-two physics teachers working in Akçaabat and Trabzon. In this study, a case study research methodology was used and, data were collected with interviews, questionnaires, observations, an achievement test, participant diaries and group discussions. It was determined that most of the physics teachers do not use laboratories in their teaching and need help in some areas such as; identification of laboratory materials, maintenance and use of them. Also, in service course programs organized by the National Ministry of Education (MEB) are lack of quantity and not enough in terms of their numbers. In order to improve physics teachers' knowledge, skills and attitudes in using laboratories, an in service course program which takes ten days, each day six hours, was developed. Pilot and main implementations of the program were done during 2001-2002 academic year at Akçaabat and Trabzon. The data showed that the program was successful in developing teachers' attitudes and knowledge towards physics laboratory. After one- term 4 teachers from the original sample were visited during teaching. Observations done in their classrooms showed that they were successful in implementing the expected behaviors taught in the in-service course at the proportion of % 83 in their teaching. A model aimed to provide a continuous and effective in-service training for teachers was suggested. It was also suggested that this model should be re-implemented each year and improved locally. Key Words: Physics Education, In-service Course Program, In Service Education Model, Professional Development VIII