Abstract:

The purpose of the present study is to identify the views of classroom teachers on the activities they use for teaching the ability to perceive time and chronology. The sample was comprised of 15 classroom teachers who worked in Serdivan, Sakarya, Turkey, during the 2012-2013 Academic Year. The working group was determined with criterion sampling approach that the one of the purposive sampling methods.Whereas 10 of them were women, the remaining five were men. The study was based on phenomenology, a qualitative research design. A semi-structured interview form was used to provide an in-depth understanding into the views of the teachers. The form consisted of two parts. While the first part contained questions as to personal information about the participants, the questions in the second part were intended for the identification of their views on the activities they used for teaching the ability to perceive time and chronology. The questions were submitted to three specialists, who were kindly asked to assess them in terms of content validity. Next, they were reviewed and revised in accordance with their recommendations. Furthermore, three classroom teachers helped to check the comprehensibility of the questions, and the form was finalized. The data were subject to content analysis. The findings suggested that the classroom teachers tended to use learner-centered teaching strategies and methods, that they did not manage to distinguish between the terms teaching strategies and teaching methods, and that they used timelines, field trips and entertaining activities for teaching the ability to perceive time and chronology

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