A Research on the using situation of educational materials effectively and assessment of their in-service education needs of teacher who are working in "curriculum laboratuary schools"

This study has been conducted to see effectively teachers who are working in "Curriculum Laboratuary Schools" use educational materials and to assess their in-service education needs. Population of this study consists of Curriculum Laboratuary Schools teachers from seven different geographic regions in Turkey. Two cities were chosen from each geographic region (these cities were Adana, Ankara, Balıkesir, Denizli, Diyarbakır, Erzurum, Eskişehir, İsparta, İstanbul, İzmir, Malatya, Samsun, Siirt and Trabzon). By using group sampling method fifty-five schools including 1100 teachers who are working in these schools were chosen as a sampling group. Survey for this study has been applied during the second half of 1998-1999 teaching year. Answers given by teachers has been analyzed on the basis of percentages, frequencies and standart deviations. To understand whether there is a meaningful difference between taking a course about using educational materials " t " test was used at the level of 0.05. Results from the research are in the following: 1. Educational equipment which requires high technical skills and knowledge to be used are rarely (or never) used by teachers. In contrary, equipment which does not require high technical skills and knowledge are frequently used by teachers. 2. Teachers who took a course (either preservice or in-service) about using educational equipment used materials more frequently than teachers who did not take any course about using educational materials.IV 3. Should a course is given about using educational materials most of the teachers are volunteer to attend. If such a course is given, teachers generally preferred to see computers, data-show, forehead and slayd projektör. 4. Causes of not adequatly benefitting from educational equipment mentioned by teachers are in the followiing; a. Schools do not have educational materials or materials are not adequate in quantity and quality. b. Shortness of knowledge and skills in using the materials. c. Insufficent sources to develop materials, d. The least used materials were not recognized by teachers.