Determination of motivation applications and problems of science and technology teachers in learning environments

Description (Survey) method is used in this research. In this research, we examined the topics on teachers' motivational performs of the evaluation made by student learning environments. In this context, a three likert-type questionnaire is prepared by literature and exper viewer which article 45 for learning environment and article 5 questions for teacher. Preliminary study of the questionnaire was made on 30 science and technology teachers who were randomly selected from primary schools at Giresun city. Reliability analysis was made and crobach-alpha coefficient was calculated as .96. The inner study of the survey was applied to 121 science and technology teachers who were randomly selected from primary schools at Düzce province and district centers in 2011-2012 academic year. The data were obtained in the light of the answers given by teachers of science and technology. For the overall aim of the research; the required statistical analysis of the data collected by questionnaires from the SPSS program was utilized.In this context in the research; frequency (f), percentage (%), (X), arithmetic mean, analysis were used. İn the research process, the following results were obtained by the analysis of the data from the research: it is concluded that the teachers aren't able to spread the motivational practices in science teaching to all aspects of student life and they face with various problems and lack opportunity. According to the study, in order to ensure motivation of students and spread to all aspects of student life; they face with various lack opportunity that mostly 61% of economic, 58% lack of out of school learning environments (science-technology centers and museums, nature and vitality or daily life), 48% lack of time, 44% encountered problems in the curriculum that they are indicated. In addition, teachers are following at least partially doing studies about the education of science, and they think does not have enough content that increasing students' motivation in science and technology textbooks that resaults are reached. In addition teachers, science curriculum for students' affective learning are was covered partly motivational practices.