A qualitative study of perceptions of science and technology teachers towards learning

The aim of the study is to determine perceptions of science and technology teachers towards learning and how learning occurs. In this qualitative study, data were collected trough semi-structured interviews from seven science and technology teachers. Obtained data were analyzed and interpreted by the help of content analyze technique. Research results show that teachers’ perception of learning is more or less close to the 2005 Science and Technology curriculum. Concerning how meaningful learning occurs teachers thought that teacher has to be in the center, while they thought students should be active during learning process. They have tried to explain the construction of knowledge as either student do activities by themselves, or students make knowledge meaningful in their minds. Teachers expressed opinions about student-centered learning is not clear. As a result, it is determined that teachers have perceptions that students should be active in learning process that meaningful learning and knowledge construction to be taking place through student-centered activities, however, they have difficulties in making students active.