New Perspectives in Science Education

The purpose of this study was to determine the general weakness of chemistry teachers in the usage of technology, content knowledge and pedagogy. The data were collected with a survey from a meeting which was organized by local educational ministry in Afyonkarahisar province in Turkey. The general aim of the meeting was to determine the problems of chemistry teachers and to propose solutions to these problems from faculty. Survey  was consisted of 4 sections and these are personal information, technology, chemistry knowledge, and pedagogy. Survey consisted of 15 open ended questions in these four sections. The data were collected from 27 chemistry teachers. In addition to survey, the field notes from this meeting were gathered and analyzed to support the survey data. Data triangulation was granted with the investigation of the content of high school chemistry textbooks about the already mentioned issues in the meeting. This study is qualitative in nature and all data was collected from this research analyzed with content analyses. Three main theme were predetermined and all emerged problems were classified under these. These themes are problems related to the technology, pedagogy and chemistry content knowledge. The main concern that was emerged from the study that educational administrators impose to use new educational methodologies with giving minimal guidance and support to chemistry teachers and students. The frequent change in the content and organization of the chemistry curriculum is another main obstacle for chemistry teachers to adapt and teach chemistry effectively. Chemistry teachers are willing to use social media for private purposes not within their instruction. Other results emerged under these themes were presented in detail.