who stated to use the technique of doing experiments explained that due to lack of equipment at
schools or families economic problems, only teachers did the experiments. Likewise, the teachers
expressed that due to the financial problems, there is not any laboratory at schools. On the other
hand, some teachers claimed that although there is a budget for this, there is not any laboratory at
schools, the schools give much more importance to the achievement at the placement tests more so
they had to study for this exam rather than doing the experiments.
“I complain about the school administration about this issue. If you want I can show you,
there is a very small and inadequate laboratory. This school is one of the oldest schools
in Eskisehir; I came here with the hope to see a different laboratory…unfortunately I
realize that our school did not care about this issue although it has got enough financial
funds.” (T19).
In addition to the experiments, the teachers explained that they used the methods of brainstorming
and case studies, also the techniques of cooperative learning. Moreover, some teachers stated that
they gave research assignments since the physical conditions at schools were not appropriate.
“The most frequently used activity is experiment, we try to teach by enabling student to
do and experience on their own” (T9).
“For example I apply the demonstration experiment, if each group does the experiment,
yes it is good but it becomes very noisy. I mean it is necessary to avoid thinking the
experiment time as leisure time.” (T15).
In order to develop the students‟ affective competencies, only one of the teachers in the study used
the educational trip that could help students observe the process and phenomena at the real
environment. This finding is striking. Some of the teachers explained why they did not prefer to use
this method as there are not places for educational trips in Eskisehir and they did not have support
from school administration and families for this.
“Children can learn the biography of the scientist when the unit requires but I worked in
Ankara previously. We could bring students to METU or Feza Gürsoy Science Park when
the unit is suitable. Since we could not do these here, honestly some topics become
unclear.” (T4).
Considering the findings, it can be claimed that the teachers had abstract and indirect learningteaching
environments with the students instead of direct, concrete effective ones. On the other hand,
it is also striking that the teachers explained the reasons of the problems in these environments with
school administration and families rather than themselves