Abstract
The aim of this study is supplying a contribute; to science teacher education field with the endeavors for development of science education at recent years. The Science Teacher Education Programs of the developed countries, Japan, United States and England, which are continually realizing reforms on their education systems, and the developing country Turkey’s programs were compared.
Content scope of the study, the articles, theses, proceedings and reports from the various references from the literature of the country and the world were examined, than as taking into consideration of all points for the content of this study an extensive document is constructed.
This study is a basic research. If it was examined with the surrounding and the circumference it is a Field research. Field research’s are in the context of daily life. And it can be thought as a descriptive research and a case study. Because case studies from some countries about science teacher education were evaluated as a specific case of education.
This research is realized in the instruction years 2002 – 2003 and 2003 – 2004; as examining the national and international literature and the sample programs for Science Teacher Education from the sample countries. The problems and solution proposals that are determined were taken into consideration, so a new Science Teacher Education Program is proposed for an aim of contribution to future of science education.
Consequently, the differences and same characteristics of Science Teacher Education programs for the compared countires were determined. The problems, inefficient dimensions, the advantages took into account and basic characteristics of a new recent Science Teacher Education program were proposed.
Keywords: Science Education, Teacher Education, Program Model, Japan, United States, England, Turkey.
Language: Turkish
Reference:
MERIÇ, Gürsoy (2004). AN EVALUATION OF SCIENCE TEACHER EDUCATION PROGRAMS IN CONTEXT OF THE SAMPLE COUNTRIES “Turkey, Japan, United States, and England Samples ” September, 2004. 263 pages
Correspondence
Gürsoy MERIÇ, Ph.D.
Çanakkale Onsekiz Mart University
Faculty of Education
Science Education Department
Anafartalar Campus 17100 / ÇANAKKALE-TURKEY
e-mail: gursoymeric10@yahoo.com or: gmeric@comu.edu.tr
