Science teachers' experiences in preparing a scientific research project: An action research

Abstract

The aim of this study was to investigate the perspectives of science teachers who are pursuing postgraduate studies on their experiences in preparing a research project and to explore the effects of this experience on the participants. In this context, a qualitative research method was employed using an action research design. Seven science teachers who met the research criteria participated, and the research was conducted for 14 weeks during the fall semester. Semi-structured interviews, peer assessment forms, and project evaluation rubrics were used to collect data. The data collected from the interviews were analyzed using content analysis technique. The results indicated that the participants had insufficient knowledge about preparing a research project before the training, but they achieved a certain level of competency by the end of the training. The participants gained knowledge about the stages of the project, how to write the project, what originality means and its importance, and the criteria of a good project as a result of the training. The teachers gained an important understanding about the importance of originality and planning while preparing the project, and they had the most difficulty in determining the originality of the project. In addition, the participants agreed that teacher competency in preparing and conducting a qualitative research project is very important.