10.5281/zenodo.200205
Volume 2│Issue 12│2016
PROBLEMS ENCOUNTERED BY COUNSELING TEACHERS
WHILE PREPARING SCIENTIFIC PROJECTS: SAMPLE OF TURKEY
Yasin Ünsal
Correspondence: email yunsal@gazi.edu.tr
Department of Mathematics and Science Education / Physics Education,
Faculty of Education, Gazi University, Turkey
Abstract:
The aim of this study is to determine the basic problems encountered by counseling teachers in the fields of science and maths while preparing scientific projects. Screening model was used in the study. The data were collected by using survey method. Being developed for this purpose; the survey form was applied to 192 project counselors from various branches (like Physics, Chemistry, Biology, Maths, Science and Technology) at public schools in Turkey. As a result of the study, it was determined that project counselors experienced some problems while preparing scientific projects; especially in the phases of selecting subjects, determining methods and writing project reports.
Keywords: project, project-based learning, scientific project, project counsellor, teacher education
1. Introduction
1.1 Science Education and Project Studies
Science education aims to develop students’ creative and critical thinking skills, enable them to understand conceptual systems that form the basis of modern scientific thinking and develop their self-reliance in revealing questions and problems (Serin, 2001). It also tries to bring scientific attitudes and skills in them so that they can solve science problems throughout their lives within the bounds of their abilities (Akgün, 2000). In recent years, learning approaches have been recommended for developing these objectives and similar objectives (Railsback, 2002; Seloni, 2005). One of these approaches is project-based learning.
Being embraced within the scope of Constructivist Learning Theory; Project-Based Learning (PBL) is a learning model that directs students toward dealing with interesting problems. PBL is a learning approach that enables students to conduct studies on a subject or a problem either individually or in groups inside or outside of school, produces original products in the end and shares the results as verbal presentations or written reports (Erdem and Akkoyunlu, 2002; Ercan, 2002; Erdem, 2002; Saban, 2002; Yurtluk, 2005; Sünbül, 2007). Gültekin (2007) suggests that PBL, which is an ideal approach for realizing learning activities, supports the independence of students with different skills, allows flexibility in curriculum and could be used with other learning approaches. Due to all these qualities, PBL is occasionally defined as an active learning method in some resources (Railsback, 2002; Seloni, 2005; quoted: Demir, 2013). PBL approach is defined as “a learning style” by Engel (1997); “a basic strategy of education” by Walton and Matthews (1989) and “a curriculum design” by Boud and Feletti (1997) (quoted: Pektaş, Çelik and Köse, 2009). “Making investigation” and “forming a product” are among the basic components of this process. Diffily (2002), Ayas and Zeniuk (2001) arrange the qualities of project-based learning as follows:
Is aimed at students.
Has a learning infrastructure.
Creates a whole with knowledge and skills.
Is applied in a certain process of time.
Contains long and short term objectives.
Is related with real life.
Project environment gives a psychological confidence and allows individuals to take the responsibility of revealing the truth.
Is investigation-based.
Allows us to collect information from various resources.
Leaders in the project organize the learning atmosphere and become a behavior model.
Contains systematic and common reactions. Problems and mistakes encountered while preparing projects become learning opportunities.
Results in obtaining a product.
Project-Based Learning has a number of advantages. According to Korkmaz and Kaptan (2001) and Sünbül (2007); Project-Based Learning increases students’ motivation and encourages creative thinking. Project-Based Learning develops students’ learning and problem-solving skills and contributes to lifelong learning. It brings the habit of scientific working and life skills in individuals and increases their self-confidence. In addition to all these, it brings the skills of using technology, scientific processes and self-control (creating goals, organizing processes, managing time) in students. It also contributes to the development of various attitudes (interest in learning and future education), tendencies (self-control, sense of success) and beliefs (self-sufficiency) in students. It enables students to be responsible for their own learning and attend learning activities based on group work and cooperation. It paves the way for using different extents of intelligence (like kinesthetic, spatial, logical, lingual). It gives feedback to families, teachers and school administration about student performance. Students take the opportunity of applying their knowledge and skills in many fields by means of project studies. Besides them, projects may increase their interest in the lesson; because students solve real problems, study with their friends and create real materials in projects. PBL also enables students to acquire various information, concepts and principles. As it allows students to have plans for a certain goal, follow certain processes within the compass of these plans and evaluate results; it also increases students’ learning and metacognition potential (Blumenfeld, Soloway, Marx, Krajcik, Guzdial, and Palincsar, 1991). By this way, it enables students to evaluate themselves and make necessary corrections. Basic philosophy of the project method is to allow children to experience life even in small scales in their environment (quoted: Sert Çıbık and Emrahoğlu, 2008). The approach of Project-Based Learning should primarily aim to “teach how to learn” (Vaiz, 2003). Procedure steps of the Project-Based Learning could be summarized as follows (Moursund, 1999):
Determining goals
Determining and defining work to be done or subjects to be embraced
Determining necessary materials
Forming teams
Determining qualities and presentation styles of final reports
Forming a work calendar
Determining check points
Determining evaluation criterion and sufficiency levels
Collecting data
Organizing and reporting data
Presenting the project
1.2 The Starting Point of the Study
Science curriculums that have been developed in recent years in the entire world and in Turkey emphasize project-based education and science literacy. Science literacy is generally defined as a composition of scientific skills, attitudes, values, sensibilities and knowledge that are required for individuals to develop investigation-inquisition, critical thinking, problem solving and decision making skills, have life-long learning and sustain their curiosity in their environment and the world, which will only be possible through using the approach of project-based learning in science education (Kurnaz et al., 2005). Thus, curriculums emphasize the importance of Project-Based Learning. As a consequence, scientific project contests that have been organized or supported by various public and private enterprises in Turkey in recent years have provided the opportunity of spreading project-based learning at schools. Teachers play various roles in classrooms where project-based learning applications are conducted. These roles guide in reaching knowledge rather than relaying information in the process of learning and teaching in classrooms. In other words, students regard teachers as counselors, colleagues, friends, source providers and people that attend learning activities (Çepni, 2007; İçelli, Polat and Sülün, 2007). However, it is observed that project counselors and science project counselors remain incapable in some phases of the process of preparing scientific projects while counseling students.
1.3 Aim of the Study
The aim of this study is to determine the basic problems encountered by project counselors in the fields of science and maths while preparing scientific projects.
2. Method
2.1 Research Design
This study uses screening model and Survey Method.
2.2 Assessment Instrument Used in the Study
According to the study objective; a survey form titled “Determining Problems Encountered while Preparing Scientific Projects” was prepared and applied. The survey form in question consists of 11 items (Appendix A). The first six items of the survey form aim to reveal the demographic features of teachers that answered the survey. The other six items, on the other hand, aim to collect data concerning scientific project experiences. The collected data were analyzed using a package software.
2.3 Study Group
Study group of the study consists of 192 teachers from various branches (like Physics, Chemistry, Biology, Maths, Science and Technology) at public schools in Turkey. These teachers also work as project counselors at institutions in question. Table 1 shows the distribution of teachers in the study group according to their gender.
Table 1: Distribution of Teachers in the Study Group According to Their Gender
Gender
N
%
Female
140
72,9
Male
52
27,1
Total
192
100
According to Table 1; 72,9% of teachers in the study group are female. Table 2 shows the distribution of teachers in the study group according to their age groups.
Table 2: Distribution of Teachers in the Study Group According to Their Age Groups
Age Group
f
%
0-25
8
4,2
26-30
46
24,0
31-35
39
20,3
36-40
38
19,8
41-46
38
19,8
47+
23
12,0
Total
192
100
According to Table 2; 48,5% of teachers in the study group are younger than 30, whereas the rest (51,5%) are older than 30. Table 3 shows the distribution of teachers in the study group according to their fields of graduation.
Table 3: Distribution of teachers in the study group according to their fields of graduation
Fields of Graduation
f
%
Physics Teaching
8
4,2
Chemistry Teaching
11
5,7
Biology Teaching
7
3,6
Maths Teaching
56
29,2
Science and Technology/Science Teaching
19
9,9
Other
91
47,4
Total
192
100
Examining Table 3; it is observed that 52,6% of the study group consist of Physics, Chemistry, Biology, Science and Technology/Science teachers. Among these teachers, 29,2% are Maths teachers. Table 4 shows the distribution of teachers in the study group according to their postgraduate education.
Table 4: Distribution of teachers in the study group according to their postgraduate education
Received postgraduate education?
f
%
Yes
44
22,9
No
148
77,1
Total
192
100
According to Table 4; a great majority of teachers in the study group (77,1%) had not received postgraduate education. Table 5 shows the distribution of teachers in the study group according to their service periods.
Table 5: Distribution of teachers in the study group according to their service periods
Service Periods
f
%
0-5
42
21,9
6-10
41
21,4
11-15
45
23,4
16-20
37
19,3
21+
27
14,1
Total
192
100
Examining Table 5; it is observed that there is a balanced distribution between the service periods of teachers in the study group.
3. Results
This section includes findings of the data acquired concerning the scientific project experiences of teachers in the study group within the scope of the survey form. The findings were obtained as a result of statistical analyses that were conducted via a package software.
3.1 Findings Obtained as a Result of Descriptive Analyses
Table 6 shows the distribution of teachers in the study group according to their project counseling experiences.
Table 6: Distribution of teachers in the study group according to their project
counseling experiences
Project Counseling Experiences
f
%
Yes
71
37,0
No
121
63,0
Total
192
100
Examining Table 6; it is observed that 63% of the group have no scientific project experience. Table 7 shows the distribution of teachers in the study group according to their experience of counseling in an award-winner project.
Table 7: Distribution of teachers in the study group according to their experience of counseling in an award-winner project
Experience of counseling in an award-winner project
f
%
Yes
7
3,6
No
185
96,4
Total
192
100
Examining Table 7; only 3,6% of teachers in the group have the experience of counseling in an award-winner project. Table 8 shows the distribution of teachers in the study group according to their experience of in-service training.
Table 8: Distribution of teachers in the study group according to their experience of
in-service training
In-Service Training
f
%
Yes
164
85,4
No
28
14,6
Total
192
100
Examining Table 8; it is observed that a great majority of teachers in the study group (85,4%) have experience of in-service training. Table 9 shows the distribution of teachers in the study group according to their experience of in-service training concerning scientific projects.
Table 9: Distribution of teachers in the study group according to their experience of in-service training concerning scientific projects
In-Service Training Concerning Scientific Projects
f
%
Yes
28
14,6
No
164
85,4
Total
192
100
According to Table 9; it is observed that only 14,6% of teachers have experience of in-service training concerning scientific projects. Table 10 shows the distribution of teachers in the study group according to the most challenging phase while preparing scientific projects.
Table 10: Distribution of teachers in the study group according to the most challenging phase while preparing scientific projects
The Most Challenging Phase While Preparing Scientific Projects
f
%
Student Selection
25
13,0
Subject Selection
94
49,0
Literature Review
8
4,2
Specification of Objectives and Goals
1
,5
Method Selection
5
2,6
Formation of The Study Plan
4
2,1
Data Collection
3
1,6
Recording The Data-Drawing Diagrams-Statistics
13
6,8
Project Modelling
15
7,8
Writing The Project Report
11
5,7
Other
3
1,6
Challenged by None of The Phases
10
5,2
Total
192
100
Examining Table 10; it is observed that a great majority of teachers in the study group (49%) are challenged by the phase of determining the project subject. This phase is followed by the phase of determining student/students to be involved in the project (13%). Table 11 shows the distribution of teachers in the study group according to the number of challenging phases while preparing scientific projects.
Table 11: Distribution of teachers in the study group according to the number of challenging phases while preparing scientific projects
Number of Challenging Phases While Preparing Scientific Projects
f
%
No Challenging
10
5,2
1
34
17,7
1-3
112
58,3
4+
36
18,8
Total
192
100
According to Table 11; teachers generally (58,3%) have 1-3 challenging phases while preparing scientific projects.
3.2 Findings Obtained as a Result of the X2 (chi-square) Analysis
This section of the study seeks an answer to the question, “Does the phase challenging teachers while preparing scientific projects show a significant difference according to some demographic features of teachers?” Accordingly, the preparation phases of scientific projects were classified as “before application” and “process of application”. Table 12 shows the phases of preparing scientific projects involved in these two categories.
Table 12: Phases followed before application and in the process of application while preparing scientific projects
Before Application
Process of Application
Student Selection
Data Collection
Subject Selection
Recording The Data-Drawing Diagrams-Statistics
Literature Review
Project Modeling
Specification of Objectives and Goals
Writing The Project Report
Method Selection
Formation of The Study Plan
3.2.1 According to gender
Table 13 shows the results of the X2 (chi-square) analysis that was applied for determining whether the categories of challenge experienced by teachers in the study while preparing scientific projects differed according to gender or not.
Table 13: Results of the chi-square test aimed at challenges experienced by teachers while preparing scientific projects according to gender
Category of Challenge
Female
Male
X2
p
f
%
f
%
No Challenge
8
5,8
2
4,0
0,293
0,864
Challenge Before Application
98
70,5
35
70,0
Challenge in the Process of Application
33
23,7
13
26,0
Examining Table 13; it is observed that the categories of challenge experienced by teachers in the study while preparing scientific projects show no significant difference according to gender (p>0,05). In other words, female and male teachers show similarities in terms of challenges they experience while preparing scientific projects.
3.2.2 According to postgraduate education
Table 14 shows the results of the unrelated measurements X2 (chi-square) analysis that was applied for determining whether the categories of challenge experienced by teachers in the study while preparing scientific projects differed according to postgraduate education or not.
Table 14: Results of the chi-square test aimed at challenges experienced by teachers while preparing scientific projects according to postgraduate education
Category of Challenge
Postgraduate Education
X2
p
Yes
No
f
%
f
%
No Challenge
2
4,5
8
5,5
0,167
0,920
Challenge Before Application
32
72,7
101
69,7
Challenge in the Process of Application
44
22,7
145
24,8
According to Table 14; it is observed that the categories of challenge experienced by teachers in the study while preparing scientific projects show no significant difference according to the state of receiving/not receiving postgraduate education (p>0,05). In other words, it could be suggested that teachers receiving and not receiving postgraduate education experience similar challenges while preparing scientific projects.
3.2.3 According to service periods
Table 15 shows the results of the unrelated measurements X2 (chi-square) analysis that was applied for determining whether the categories of challenge experienced by teachers in the study while preparing scientific projects differed according to service periods or not.
Table 15: Results of the chi-square test aimed at challenges experienced by teachers while preparing scientific projects according to service periods
Category of Challenge
Service Periods
X2
p
0-10 years
11+
f
%
f
%
No Challenge
4
5,0
6
5,5
0,050
0,975
Challenge Before Application
56
70,0
77
70,6
Challenge in the Process of Application
20
25,0
26
23,9
According to Table 15; it is observed that the categories of challenge experienced by teachers in the study while preparing scientific projects show no significant difference according to service periods (p>0,05).
3.2.4 According to experiences of project counseling
Table 16 shows the results of the unrelated measurements X2 (chi-square) analysis that was applied for determining whether the categories of challenge experienced by teachers in the study while preparing scientific projects differed according to experiences of project counseling or not.
Table 16: Results of the chi-square test aimed at challenges experienced by teachers while preparing scientific projects according to experiences of project counseling
Category of Challenge
Experiences of Project Counseling
X2
p
Yes
No
f
%
f
%
No Challenge
0
0,0
10
8,4
6,707
0,035
Challenge Before Application
54
77,1
79
66,4
Challenge in the Process of Application
70
22,9
119
25,2
Examining Table 16; it is observed that the categories of challenge experienced by teachers in the study while preparing scientific projects show a significant difference according to experiences of project counseling (p<0,05). It is also observed that teachers with experience of project counseling have fewer challenges before and in the process of application while preparing projects, compared to teachers without experience of project counseling.
3.2.5 According to the existence of award-winner projects prepared under their counseling
We examined whether the categories of challenge experienced by teachers in the study while preparing scientific projects differed according to the existence of award-winner projects prepared under their counseling or not. Due to the failure of providing 20% difference between the expected and observed values, we could not perform the chi-square analysis. Thus, the results were evaluated descriptively. Table 17 shows the frequency and percentage values being calculated.
Table 17: Results of descriptive statistics aimed at challenges experienced by teachers counseling in award-winner projects while preparing scientific projects
Category of Challenge
Award-Winner Projects Prepared Under Their Counseling
Yes
No
f
%
f
%
No Challenge
0
0,0
10
5,5
Challenge Before Application
2
28,6
131
72,0
Challenge in the Process of Application
5
71,4
41
22,5
According to Table 17; it is observed that teachers counseling in award-winner projects generally experience challenges in the process of application, whereas teachers not counseling in such projects experience challenges before application.
3.2.6 According to the state of receiving in-service training
Table 18 shows the results of the unrelated measurements X2 (chi-square) analysis that was applied for determining whether the categories of challenge experienced by teachers in the study while preparing scientific projects differed according to their state of receiving in-service training or not.
Table 18: Results of the chi-square test aimed at challenges experienced by teachers while preparing scientific projects according to the state of receiving in-service training
Category of Challenge
In-Service Training
X2
p
Yes
No
f
%
f
%
No Challenge
6
3,7
4
14,3
6,396
0,041
Challenge Before Application
113
70,2
20
71,4
Challenge in the Process of Application
42
26,1
4
14,3
Examining Table 18; it is observed that the category challenging teachers in the study while preparing scientific projects shows a significant difference according to their state of receiving in-service training (p<0,05). Accordingly, teachers not receiving in-service training experience fewer challenges than teachers receiving this training. It is also observed that teachers receiving in-service training experience greater challenges in the process of application than teachers not receiving in-service training.
3.2.7 According to the state of receiving in-service training for preparing scientific projects
Table 19 shows the results of the unrelated measurements X2 (chi-square) analysis that was applied for determining whether the categories of challenge experienced by teachers in the study while preparing scientific projects differed according to their state of receiving in-service training for preparing scientific projects or not.
Table 19: Results of the chi-square test aimed at challenges experienced by teachers while preparing scientific projects according to the state of receiving in-service training for preparing scientific projects
Category of Challenge
In-Service Training for Preparing Scientific Projects
X2
p
Yes
No
f
%
f
%
No Challenge
0
0,0
10
6,2
5,701
0,058
Challenge Before Application
16
59,3
117
72,2
Challenge in the Process of Application
11
40,7
35
21,6
According to Table 19; it is observed that the category challenging teachers in the study while preparing scientific projects shows no significant difference according to their state of receiving in-service training for preparing scientific projects (p>0,05). It is also observed that teachers receiving and not receiving in-service training for preparing scientific projects experience greater challenges before application.
3.2.8 According to the number of the most challenging phases
Table 20 shows the results of the unrelated measurements X2 (chi-square) analysis that was applied for determining whether the categories of challenge experienced by teachers in the study while preparing scientific projects differed according to the number of the most challenging phases or not. Answers of teachers who stated that they had not experienced any challenges while preparing scientific projects were not included in this comparison.
Table 20: Results of the chi-square test aimed at challenges experienced by teachers while preparing scientific projects according to the number of the most challenging phases
Category of Challenge
Number of Challenging Phases
X2
p
1
1-3
4 +
f
%
f
%
f
%
Before Application
24
75,0
83
74,8
26
72,2
0,103
0,950
In the Process of Application
8
25,0
28
25,2
10
27,8
Examining Table 20; it is observed that the category challenging teachers in the study while preparing scientific projects shows no significant difference according to the number of the most challenging phases (p>0,05). According to Table 20; teachers who claimed that they experienced challenges in the 1st phase, 1-3 phases or 4 and more phases while preparing scientific projects experienced challenges mostly before application.
4. Conclusion, Discussion and Recommendations
As a result of the study, it was determined that teachers generally experienced problems in the phases of subject selection, method selection and writing the project report while preparing projects. Various studies (Akpınar and Ergin, 2005; Çelik, 2003; Engin and Taştan, 2008; Mergendoller and Thomas, 2001) show that teachers using the project-based learning method experience various problems. Çelik (2003) arranges the aforementioned problems as; (1) teacher-centered problems, (2) program-centered problems, (3) student-centered problems, (4) administration and supervision problems, (5) physical condition problems. Mergendoller and Thomas associate these problems with (2001); (1) time management, (2) starting to comprehend, (3) students, (4) administration of student groups, (5) working with individuals outside of classroom, (6) failure of reaching sources other than technological sources and (7) project development process and student assessment process. In their study, Akpınar and Ergin (2005) also emphasized that teachers would experience some challenges (like noise in classroom during group work, some problems between group members, time limitation, students’ perception of experiments as entertainment, equipment problems) in group work, project preparation, evaluation, determining preliminary information and starting the lesson. Results of this study show many similarities with results of the studies by Çelik (2003), Mergendoller and Thomas (2001) and Akpınar and Ergin (2005).
Examining the project counseling experiences of teachers in the study, it is observed that 63% of the group have no experience of preparing scientific projects. This rate is too high for a teacher group of 192. Among the remaining 37% teachers with project counseling experience, only 3,6% have the experience of counseling in a award-winner project.
One of the most striking findings of the study is that only 14,6% of teachers in the study group have the experience of preparing scientific projects. 49% of teachers in the study group have the greatest challenge in determining the project subject in the process of preparing scientific projects. On the other hand, examining the distribution of teachers according to the most challenging phase while preparing scientific projects; it is observed that 58,3% teachers are challenged by 1-3 phases while preparing projects. Apart from these, it is observed that categories of challenge experienced by teachers in the study while preparing scientific projects do not show a significant difference according to their gender, postgraduate education and service periods (p>0,05). In other words, it could be suggested that challenges specified by teachers while preparing scientific projects show similarities no matter what gender, postgraduate education and service periods they have.
According to the study, it is observed that categories of challenge experienced by teachers while preparing scientific projects show a significant difference according to their experience of counseling in scientific projects (p<0,05). Accordingly, teachers with experience of project counseling have fewer challenges before and after application while preparing projects, compared to those without experience of project counseling. Additionally, teachers with experience of award-winner projects prepared under their counseling are generally challenged in the process of application, whereas teachers with experience of non-awarded projects under their counseling are challenged before application.
It is observed that the categories of challenge experienced by teachers in the study while preparing scientific projects show a significant difference according to their state of receiving in-service training. In this context, teachers not receiving in-service training experience fewer challenges than teachers receiving in-service training and teachers receiving in-service training experience greater challenges in the process of application than teachers not receiving in-service training. Teachers not receiving in-service training experience fewer challenges than teachers receiving in-service training, which is particularly a striking finding. It is also observed that categories of challenge experienced by teachers while preparing scientific projects do not show a significant difference according to their state of receiving in-service training for preparing scientific projects. These two findings show that in-service training applications generally fail to fully achieve their goal as they are not application-oriented. Besides, it is observed that teachers receiving and not receiving in-service training for preparing projects experience challenges generally before application.
According to the results of the study, the following suggestions could be made:
Encourage teachers to prepare scientific projects by making some regulations (like fee, service).
Provide equipment, consumption materials for teachers via school administrations in the process of preparing projects.
In his study that was conducted with 96 preservice teachers; Ay (2013) reported that preservice teachers were stranger to PBL applications, had a difficulty in comprehending the application at first; but developed highly positive attitudes as they realized its effects and comprehended the process and demanded the continuity of PBL studies despite all challenges and disadvantages. Thus, it is suggested to provide bachelor-degree-level trainings for preservice teachers concerning the processes of preparing projects.
Provide in-service trainings for teachers concerning scientific projects. However, in-service trainings in question should be conducted as application-oriented workshops rather than theoretical studies.
Acknowledgements
I would like to thank the assessment and evaluation Dr. Ayfer SAYIN for her contributions to the statistical analyses of the study. Yasin Unsal is a lecturer of physics at the Gazi University in Turkey. His research is based on physics education and investigation of physics textbooks.
About the author
Yasin ÜNSAL is currently a lecturer of physics as Assoc. Prof. Dr. at Gazi University in Turkey. His researches are based on physics education, teacher education and investigation of physics textbooks. His contact information is as follows: Gazi University, Faculty of Education, Department of Mathematics and Science Education, Center Campus, Ankara, 06500, Turkey. E-mail: yunsal@gazi.edu.tr
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Appendix A
Survey Form: Determination of Problems Encountered in Preparing Scientific Projects
Dear Colleague;
This survey form aims to determine problems encountered by primary and secondary school Science and Technology, Physics, Chemistry, Biology and Maths teachers while preparing Scientific Projects. Reliability of findings and results of this survey depends on your attention and truthfulness while answering each item in the survey. You don’t need to write your name or your institution’s name on the survey form. Thank you for your contributions. (Please tick “” the box on the right of the option that suits you best.)
Dr. Yasin ÜNSAL
1. Gender: Female Male
2. Age
25 and younger 26-30 31-35
36- 40 41-46 47 and older
3. Graduation branch/field?
Physics Chemistry Biology
Maths Science and Technology
Other Please Indicate : …………………………
4. Have you received postgraduate education? Yes No
If your answer is “Yes”, the Postgraduate Program : ………………….……………………….……
Doctorate Program : ……………….……………………….………
5. Duration of service:
0-5 years 6-10 years 11-15 years 16-20 years 21 and above
6. Have you ever worked as a project counselor before?
Yes, I have. No; I have never got a project prepared before.
If your answer is “Yes”, please indicate how many times you have worked as a project counselor.
1 time 2 times 3 times and above
7. Do you have a project that was prepared under your counseling and was awarded?
Yes No
If your answer is “Yes”,
Name of the Contest : …………….………………………………………………...………..………
Your Degree : …..………………………………………………………….……….………..
8. Have you ever attended an in-service training course before?
Yes, I have. No, I haven’t
If your answer is “Yes”, please indicate how many times you have attended.
1 time 2 times 3 times and above
9. Have you ever attended an in-service training course concerning scientific project preparation before?
Yes, I have. No, I haven’t
10. What is the phase that challenges you the most while preparing scientific projects? (Please select only one of the following.)
Student selection Formation of the study plan
Subject selection Data collection
Data collection-Literature review Recording the data, drawing diagrams and statistical procedures
Specification of objectives and goals Evaluating and interpreting the results
Method selection Project modeling
Writing the project report Other: …………………………………………………
11. What is the phase that challenges you the most while preparing scientific projects? (You can select more than one of the following.)
Student selection Formation of the study plan
Subject selection Data collection
Data collection-Literature review Recording the data, drawing diagrams and statistical procedures
Specification of objectives and goals Evaluating and interpreting the results
Method selection Project modelling
Writing the project report Other: …………………………………………………
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Yasin Ünsal -
PROBLEMS ENCOUNTERED BY COUNSELING TEACHERS WHILE PREPARING SCIENTIFIC PROJECTS: SAMPLE OF TURKEY
European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
European Journal of Education Studies - Volume 2 │ Issue 12 │ 2016 19
Copyright © The Author(s). All Rights Reserved 1
Published by Open Access Publishing Group ©2015.