A comparative study of Italian and Turkish teachers’ perspectives and practices regarding the instruction of the properties of matter

Abstract

The study examines the perspectives and practices of primary and secondary school teachers in Italy and Turkey regarding teaching properties of matter, using qualitative and quantitative research methods. Firstly, a review of the literature was conducted on teaching and learning the properties of matter. It revealed the significance of teaching this subject, effective methods employed, and the gaps in the literature. In the second phase, we investigated the perspectives and practices of Italian and Turkish teachers, collecting data through a survey from teachers in Turkey and Italy. Both Italian and Turkish teachers prioritize topics such as phase change during temperature changes, density, and thermal conductivity in teaching the properties of matter. Although both Italian and Turkish teachers share some teaching methods such as observation and relating activities to daily experiences, there are differences: Italian teachers emphasize argumentation and reading textbooks, while Turkish teachers focus on examples and verbal explanations. Findings from the statistical analysis suggest that school level (elementary, middle, or high school) does not have a significant influence on teachers’ perspectives or practices, but there exists a significant difference in perspectives by country (Italy vs Turkey).