Implementation of an in-service action research course program for science teachers: A case study

Implementation of an In-Service Action Research Course Program for Science Teachers: A Case Study Science teachers' observation of their own teaching practices, looking at social quality phenomena occurring in classroom or school contexts from different view points and especially entering into collaborative action research with other teachers have significant impact on classroom practices. However, it is believed that teaching profession in our countyr is not based on research culture, teachers do not join into research- investigation activities, current researches do not have practical side and teachers are not aware of teacher-research model. The purpose of this study is to determine in-service science teachers' attitudes and experiences with educational research and to discuss the contributions of an in-service action research course program that was developed and implemented in order to make them do action research in their classrooms. In the content of the study, semi-structured interviews were implemented with the twenty-four science teachers who work at the different primary schools of Trabzon and its towns and, eight of them joint for the course program. The course program's influences on teachers' and their understanding of action research were critically examined. Their all reflections were gathered with the help of informal interviews, teachers' diaries and attitudes questionnaires. In addition, reflective notes were taken after each course hours by the researcher. Data showed that science teachers do not use educational researches in their practices and have some negative attitudes to them. However, implemented course program changed the participants' attitudes positively to educational action researches and in this way, the participants started to investigate the social quality problems systematically encountered by them during their practices, do reflective teaching and plan and implement their own action research projects. In order to help them to finish their projects and make public the action research in our educational system, school administrations should give extra time and university researchers should provide more support to teacher researchers and National Educational Ministry should encourage teachers' action research projects. Key Words: Science Teacher Education, Action Research, Teachers' Attitutes. VII