The Effect of Research Evidence-based Teaching Practices in Science Classrooms on Student Teachers' Attitudes towards Educational Research

Research in the field of education plays a pivotal role in developing evidence-based practices in teaching and improving the quality of education. However, research conducted in recent years has highlighted the unwillingness of teachers to benefit from scientific studies. This study set out to assess whether Research Evidence-Based Practices in Science Teaching (EBPST) influences the teaching practices of student teachers and their attitudes towards education research. Mixed methods research design was used in this study. The study was conducted through Quasi-experimental methods and focus group interviews. The data were collected with the "Teachers Attitude Scale towards Educational Research (TASTER)" and focus group interviews. Participants of the study included 106 third-year undergraduate student teachers. The experimental group applied EBPST during their teaching, while the control group applied existing traditional teaching at primary schools. The Quantitative findings showed that student teachers in the experimental group had significantly increased positive attitudes towards educational research when compared with student teachers in the control group. In addition, qualitative findings revealed that several factors negatively and positively influence the understanding and use of educational research for student teachers on the applicability of EBPST. Considering the results of this study, student teachers' EBPST effect on improving their attitudes, understanding, and the use of educational research in teaching.


INTRODUCTION 1.1 Theoretical Framework of the Research
Research in the field of education plays a pivotal role in developing evidence-based practices in teaching and improving the quality of education.According to McMillan and Schumacher (2010), educational research covers three main areas: (i) basic/fundamental research, which focuses on creating knowledge on various scientific topics; (ii) applied research which aims to identify and develop solutions to the common problems in a scientific area, and (iii) evaluation research which assesses the effectiveness of existing practices.Scientific studies are conducted using systematic methods.Indeed, objectivity, precision, reproducibility, adoption of the most parsimonious explanation, empiricism, logical reasoning, and evidencebased conclusions are all qualities that place scientific studies in educational research in a vital position (McMillan & Schumacher, 2010).This is why information gained from scientific studies is invaluable.Many studies have concentrated on developing the qualities of teachers (e.g., Borko, Liston & Whitcomb, 2007;Ilhan, Sozbilir, Sekerci, & Yildirim, 2015a;Lin, Wang, Klecka, Odell, & Spalding, 2010).A growing number of studies also aimed to identify and develop primary and secondary school pupils (Sozbilir, Kutu & Yasar, 2012).
In improving the quality of education, it is essential that teachers' knowledge and understanding of scientific studies and their ability to follow and apply.The importance of research evidence in teaching practices is revealed by educational researches (Cakmakci et al., 2011;Davies, 1999;Millar, Leach, Osborne, & Ratcliffe, 2006).
At the same time, research in recent years has highlighted the unwillingness of teachers for following and benefitting from studies (Costa, Marques, & Kempa, 2000;De Jong, 2004;Ekiz, 2006;Greenwood & Maheadly, 2001;Yildirim, Ilhan, Sekerci, & Sozbilir, 2014).Indeed, although the number of studies in science education has increased considerably in recent years (Chang, Chang & Tseng, 2010;Sozbilir et al., 2012), the adoption of the findings of such studies in teaching practice is sub-optimal (Biesta, 2007;Everton, Galton, & Pell, 2002;Everett, Luera & Otto, 2008;Hemsley-Brown & Sharp, 2003;Kempa, 2002;Vanderlinde & van Braak, 2010).These differential findings highlight the gap between science education research and existing teaching practices.Researchers tend to generate research findings (Hemsley-Brown & Sharp, 2003), while the uptake of research findings in teaching practice is inadequate (Yildirim et al., 2014).Kempa (2002) pointed out the discrepancy between research topics and teachers' interests where he argued that existing research revolved around topics that are not seen as a high priority by teachers.In their study addressing the gap between research, theory, and practice, Walter and Hen (2012) concluded that research skills could be best developed and implemented among trainee teachers.De Jong (2004) further elaborated on the gap between science education research and teaching practice and its reason.When Yildirim et al. (2014) studied the extent to which science teachers follow, understand, and use educational research in their teaching, they found that very few teachers regularly follow educational research, and those who do have difficulty in understanding and applying it.

Attitudes towards Educational Research
Lysenko, Abrami, Bernard, Dagenais, & Janosz (2014) explained that practitioners' (i.e., teachers, administrators, and school professionals) attitudes towards educational research range from mild optimism about research use to skepticism, to even outright cynicism.Teachers tend to develop a more significant positive attitude towards educational research when such research matches their personal experience (Zeuli, 1994) or can be applied in their teaching (Ratcliffe et al., 2005;Shkedi, 1998).
Beliefs around the ineffectiveness of educational research in addressing existing educational challenges (Yildirim et al., 2014) often result in negative attitudes towards such research.In addition, existing attitudes towards educational research may further shape teachers' attitudes towards educational research and may lead to positive or negative behaviors (Ilhan, Sekerci, Sozbilir, & Yildirim, 2013).Therefore, it is essential to study the determinants of teachers' attitudes towards educational research.Although several studies are focusing on the attitudes of student teachers, teachers, and educators towards scientific research (Cousins & Walker, 2000;Korkmaz, Sahin, & Yesil, 2011;Papanastasiou, 2005;Walker, 2010), few studies focus on existing attitudes towards educational research (Everton et al., 2002;Ilhan et al., 2015a;Ilhan, Yilmaz, & Dede, 2015b;Ozturk, 2011).In these studies, teachers' attitudes towards educational research were mainly examined qualitatively (Dagenais et al., 2012;Ekiz, 2006;Shkedi, 1998;Vanderlinde & van Braak, 2010).Moreover, studies exploring how teachers can benefit from information generated in scientific studies are limited (Dagenais et al., 2012).

EBPST
Implementing EBPST is potentially beneficial for the student, education systems, and teachers.However, all of the practical activities that teachers will be benefit from are more clearly found in the theses.In a study conducted by Ilhan et al. (2015a), the results indicate that the least sources of information used by science teachers for education are "educational symposiums, conferences and workshops" and "educational, scientific journals and dissertations."Thanks to the advancement of today's communication technologies, it can be said that teachers' / prospective teachers' opportunities to follow and use educational researches/resources are much easier than in previous decades.For this, first of all, their attitudes towards educational research should be high.
Several studies have indicated that it has been followed and used secondary resources more than primary resources having evidence-based findings (Scientific information, thesis, and scientific articles, etc.) by student teachers or teachers (Kiemer & Kollar, 2021;Ilhan et al., 2015a;Yildirim et al., 2014).In the educational context, evidencebased practice can be defined as considering scientific findings for professional instructional practices (such as instructional strategy, teaching, and learning techniques) (Foster, 2014).In the educational literature, different terms are used instead of evidence-based education, such as evidence-based practice, evidence-informed practice, or evidence-based teaching (e.g., Biesta, 2007;Dunn, Saville, Baker, & Marek, 2013;Nelson & Campbell, 2017).To provide future teachers with empirically supported evidence-based teaching and the appropriate skills to use that evidence, they must acquire the necessary skills.Also, it is important to teach skills for using evidence-based practice in teaching (Diery, Vogel, Knogler, & Seidel, 2020).
Teachers are often criticized for not adopting the research-based practice in classrooms (McIntyre, 2005).However, utilizing and benefitting from scientific research in both science education and teaching is vital for the career development of teachers.Studies assessing the extent to which science teachers follow, understand, and adopt educational research in their trainee years are limited.Moreover, the strategies for increasing teacher interest in educational research are highly understudied.Such studies would be invaluable for developing the ability of student teachers to provide evidence-based practice in science teaching and improve the current attitudes of student teachers towards research.The findings of this study are essential for this reason.
This study set out to assess whether Evidence-Based Practices in Science Teaching (EBPST) influences the teaching practices of student teachers and their attitudes towards education research.In particular, the study sought the find answers to the following questions: (1) What is the effect of the EBPST and traditional teaching (current program) made by student teachers on their attitudes towards education research?
(2) How does EBPST influence the student teachers' attitude to and their ability to understand and use educational research?

METHOD
In order to investigate how EBPST influences the teaching practices of student teachers and their attitudes towards education research, we used a combination of quantitative and qualitative methods.In order to compare the effect of EBPST on improving student teachers' attitudes towards education research, the teaching intervention (experimental and control groups) were assigned.Mixed methods research design, which combines qualitative and quantitative methods (Creswell, 2015), was used in this study.The quantitative part of the study involved a quasi-experimental, pretest-posttest design with a non-random sample (Table 1).Two groups, namely, experimental and control groups, were set for the study.The student teachers in the experimental group were instructed to adhere to Evidence-Based Practices in Science Teaching (EBPST), while the control group adhered to existing traditional teaching methods (existing curriculum).In addition, the Teachers' Attitude Scale towards Educational Research (TASTER) was administered to the student teachers before and after the intervention.The qualitative part of this study involved focus group interviews with student teachers in the experimental group.Each focus group consisted of six randomly selected student teachers and aimed to discover student teachers' opinions about the EBPST.The focus group interviews have enabled the identification of detailed findings (McMillan & Schumacher, 2010).Thus, the findings of qualitative and quantitative parts of this research were complementary.

Study Participants
Participants in this study included 106 third-year undergraduate students (student teachers) from the department of elementary education in a state university in Kilis, Turkey.The details of study participants in the research design are provided in Table 1.Forty-eight teacher students were assigned to the control group, and fifty-eight teacher students were assigned to the experimental group.Before this study was performed, students had signed up for the same sections for an elementary science teaching class.Therefore, the individuals were randomly assigned to groups (Fraenkel & Wallen, 2011).Twelve students in the experimental group were then randomly selected for the focus group interviews.
Further, the student teachers had undertaken relevant courses such as 'scientific research methods' and 'science and technology teaching' in the previous period of intervention for this study.
Each item in TASTER includes a five-point Likert scale ranging from totally disagree (1) to completely agree (5).The internal consistency of TASTER for this study was determined using Cronbach's Alpha.Chronbach's Alpha for the experimental and control groups ranged between .825 and .88(Table 2).These values indicate a high internal consistency for the scale (McMillan & Schumacher, 2010, p.188).

Focus Group Interviews
After the teaching interventions were completed, focus group interviews were conducted with a sub-sample of student teachers in the experimental group.Two focus groups of six randomly selected student teachers were formed.Each focus group interview lasted approximately 60 minutes.The study researcher carried out interviews, and the data were collected through digital video  During the interviews, the researcher probed the questions to the group, and when one student responded, the interviewer (researcher) enquired whether the other students agreed with the provided answer.The interviewer adopted roles such as 'uninformed facilitator,' 'arbitrator facilitator,' and 'therapist facilitator' to encourage open and honest answers from student teachers (Bas & Akturan, 2008).The student teachers shared their experiences during the interviews, which lead to identifying similarities and differences in experiences.In this way, the attitudes towards educational research as well as their determinants were delineated.
The following questions were used in focus group interviews: -Could you explain how you implemented the educational research materials (e.g., dissertation, journal articles, etc.) in your classroom activities?-How were your attitudes towards educational research affected after adopting Evidence-Based Practices in Science Teaching (EBPST) in the classroom?-What do you think about the need for educational research?-What do you think about the value of educational research?-What are your opinions on the applicability of educational research in teaching?

Data Analysis
This study involved the analysis of qualitative and quantitative data.The quantitative data collected through the TASTER was analyzed using the SPSS statistical software.The data obtained from TASTER was initially analyzed descriptively and then parametric tests.First, the differences in pretest-TASTER scores of groups were evaluated by using an independent sample t-test.Then, the differences in posttest-TASTER scores of groups were evaluated using covariance analysis (ANCOVA) (Miles, Huberman, & Saldaña, 2014;McMillan & Schumacher, 2010).In the ANCOVA, differences between the groups on the pretest are covariate, then adjusted post-test scores of groups are compared.
Data collected through focus group interviews were analyzed as qualitative.The focus group interviews collected through digital video recordings were transcript

Time and location
The student teacher did three weeks of observation in their primary school (4 hours per week).
The student teacher did three weeks of observation in primary school (4 hours per week).The student teacher did three weeks of EBPST in primary school (4 hours per week) The student teacher did three weeks of traditional teaching in primary school (4 hours per week).Three-hour sessions by researcher and mentor (1 hour per week) Three-hour sessions by researcher and mentor (1 hour per week).

Materials and Lesson plans
Preparing lesson plans using the EBPST template created through prior theses or articles.
Preparing lesson plans created through textbooks in the existing programs.Creating classroom activities using the "EBPST template" created through prior theses or articles.
Creating classroom activities using textbooks in the "existing programs."Opportunities for group discussions and feedback from mentor and researcher.
Opportunities for group discussions and feedback from mentor and researcher.
Teaching methods according to the existing curriculum were used.These included 5E teaching models or teacher-centered teaching models (i.e., taking notes, solving problems, etc.).

Lesson topics
1. Let's solve the puzzle of our bodies; 2. States and definition of matter; 3. Force and movement; 4. Electricity in our lives; 5.The Earth, the sun, and the moon; 6. Let's explore the living world; 7. Light and sound and saved in Word format.Content analysis was used to analyze the data (McMillan & Schumacher, 2010).As the constituent of the research question, questions in focus group interviews, and theoretical component, it was employed qualitative content analysis.A combination of inductive and deductive coding (Miles, Huberman, & Saldaña, 2014) to analyze questions in a focus group interview to answer the second research question.Each of the three researchers coded the data then categories were formulated.Two researchers coded and categorized the focus group interviews independently.After comparing and discussing, the author combined discrepancies of codes and categories and then reviewed the process and the finding to ensure internal validity (Merriam, 2009).In reporting qualitative results, quotations from data were used to illustrate the code and categories (e.g., ST1, ST2, etc., for student teachers).

Teaching Intervention
The student teachers in the experimental and control groups conducted teaching sessions in fourth-grade science classes at primary schools in Turkey.The experimental group applied EBPST during their teaching, and the control group students adhered to the existing traditional teaching methods.The primary schools in which the study took place were selected randomly and were assumed to have the same level of education.
The details of the teaching intervention are provided in Table 3.Both the experimental and control group student teachers were assigned into groups of six.The student teachers in each group attended the same school.These groups were formed with particular attention to group heterogeneity and the desires of the student teachers.All groups were composed of six student teachers, except for two groups in the control group made up of five student teachers.A mentor, who was a current teacher in each primary school, was assigned for each group.The researchers and mentors met with the student teachers to provide them with information regarding the methods they need to use in class.Student teachers in the control group prepared lesson plans and activities created through textbooks in the existing program (MNE, 2013).The experimental group prepared lesson plans and activities using the template created through prior master or dissertation thesis for EBPST.Using these instead of articles is that the thesis covers all of the application activities for teaching.Student teachers applied educational research into practice in science classes in primary school.The thesis used by the experimental group contains teaching activities in science education about mind map and concept cartoon (Balim, 2010), 5E teaching models (Ozsevgec, 2007), laboratory approach (Maras, 2008), theory of multiple intelligences (Gök-Altun, 2006),  (Tandoğan, 2006), context-based teaching, argumentation theory-based teaching (Sagır, 2008), and analogy (Karadoğu, 2007).

Quantitative Results
The data obtained from TASTER was initially analyzed descriptively.As a result, the mean post-test scores tended to be higher than pretest scores for each item in the TASTER (Table 4).On the other hand, the control group increased the mean scores of items 3, 5, 7, 8, 10, and 14, respectively, while the post-test mean scores for the other items were lowered.
The skewness coefficient of the distribution of the group scores was determined to assess whether or not the parametric tests would be used in the data.Value of the coefficient of skewness of the pretest-TASTER of the control groups, posttest-TASTER of the control groups, pretest-TASTER of the experimental groups, posttest-TASTER of the experimental groups, is respectively -0.386, -1.388, .139, .133.Thus, when these values were examined, the value does not majorly deviate from the normal distribution (Buyukozturk, 2012).
Independent samples t-test for differences in pretest-TASTER scores of groups are conducted (Table 5).The finding showed that pretest-TASTER scores of groups did not differ significantly, t(114) = -1.483,p>.01.
ANCOVA was used to compare the adjusted mean scores for the posttest-TASTER scores of groups.The mean posttest-TASTER scores for the experimental and control groups were 4.36 and 3.79, respectively (Table 6).When these scores were adjusted based on corresponding pretest-TASTER scores, the mean adjusted post-test scores of the experimental group were higher than that of the control group (M = 4.34 versus M = 3.81).Statistically significant differences were observed for the difference between the adjusted mean posttest-TASTER scores of the experimental and control groups, F(1, 103) = 52.054,p<.01, η2 = 0.33 (Table 7).

Qualitative Results
The data obtained from interviews were categorized into codes by considering the purpose of the research and the research question.The codes and supporting statements are detailed in Tables 8-9.The codes were combined under four main categories: -Factors that positively influence the understanding and use of educational research -Factors that negatively influence the understanding and use of educational research -Indicators of positive attitudes towards educational research -Indicators of negative attitudes towards educational research As detailed in Table 8, the factors which positively influence the understanding and use of educational research revolved around using group work when utilizing scientific knowledge activities, observing the positive impact of research on students, undertaking a research methodology course, and accessing details for activities given in the theses.On the other hand, negative factors for understanding and using educational research included academic jargon and statistics used in the theses, lack of details for activities in studies, lack of time, challenges in finding/accessing resources, the unfamiliarity of students with evidence-based practice, and lack of appropriate school facilities.
As detailed in Table 9, the opinions that were indicators of positive attitudes towards educational research included interest, practice, belief in the applicability of EBPST activities, curiosity, confidence, considering research to be necessary, and following research.These factors increased the positive attitudes of student teachers towards educational research.On the other hand, the opinions that were indicators of developing negative attitudes towards educational research included the limited physical capacity of schools, preconceptions regarding educational research, teaching methods textbooks, students' academic level, environmental factors, and lack of media attention research.These opinions lead to negative attitudes towards educational research.

DISCUSSION
This study evaluated whether evidence-based practices in science teaching (EBPST) influence the teaching practices of student teachers and their attitudes towards education research.The findings of this study showed that the design used as an EBPST is better to improve students teachers' positive attitude towards educational researchlevel compared to the traditional teaching.This finding supports that utilizing student teachers to EBPST helps increase the positive attitudes towards science education research.Furthermore, the pretest and post-test scores for the individual items in TASTER showed an increase in the experimental group scores.In contrast, the control group showed no changes in scores in general.From this, it could be deduced that EBPST improves all items in TASTER.
When Dagenais et al. (2012) reviewed the empirical literature about the use of research-based information by school practitioners, they have found that practitioners' attitudes towards research affected their use of researchbased information.Previous research has shown that student teachers' attitudes towards educational research start to be formed during their undergraduate studies (Ilhan et al., 2015b).Moreover, their research skillset is developed during this period (Walter & Hen, 2012), and this skill set does not change substantially after the students become practicing teachers.A reason for this may be that currently, the teachers are not required to use EBPST.However, many studies have argued that teachers do not sufficiently follow educational research, and they also do not adopt scientific research-based methods in their teaching (Shkedi, 1998;Ratcliffe et al., 2005;Dagenais et al., 2012;Yildirim et al., 2014).A possible explanation of this could lie in the lack of positive attitudes towards educational research during undergraduate education.In this regard, scientific Detailed activities 'In project-based education, students need to report their project through written reports.However, we did not know how to prepare such reports.We were given detailed reports in the thesis.We prepared sample reports and lesson plans based on these.' [ST2] Family involvement 'Collaboration with families may help teachers save time.' [ST7] Encouragement/incenti ves 'If teachers were to be paid extra depending on the success of their students, it would encourage them.They could then prepare better activities.' [ST8] Factors that negatively influence

Academic jargon and statistics
'There is difficulty in understanding the calculations for reliability coefficient.A lot of unknown words are used.

' [ST5]
'There are statistics, data analysis, and findings-these are challenging to understand.

' [ST10]
'There are difficulties in understanding numerical parts.Survey findings, reliability coefficients, and alike are hard to understand.' [ST5] Lack of details for activities 'We looked at a thesis, and it only talked about the steps.It said that the students did this and that without much detail.We did not understand what exactly we were supposed to do.' [ST2] Lack of time 'Preparing activities and arranging them and adapting them to the environment as necessary take much time for teachers.'[ST5] Unable to identify appropriate studies 'We are unable to find a thesis in this area.We got help from our mentors and found different theses.' [ST1] Unfamiliarity of students research focusing on developing strategies to improve attitudes towards educational research is crucial.
In this study, the student teachers discussed their opinions on the applicability of EBPST.According to these opinions, the factors which positively influence attitudes towards understanding educational research and applying EBPST were using group work in developing and planning EBPST, observing the positive effect of such practice on students, undertaking a scientific research methods course, and opportunity to access details of teaching activities provided in the theses.Further, the student teachers who adopted EBPST in their teaching expressed many opinions supporting their interest in educational research.These opinions showed that the factors that improved attitudes towards educational research were personal interest, practicing EBPST, believing in the applicability of such methods, curiosity in EBPST, increased confidence, understanding the necessity of research-based methods, and following educational research.The opinions reported in this study also show how understanding educational research and applying research-based methods could benefit the student teachers themselves.Further, these opinions reflect increases in the positive attitudes of student teachers towards educational research.Existing research in this field has emphasized the importance of action research for understanding the level of understanding and use of educational research in teachers (Kucuk & Cepni, 2005;Walter & Hen, 2012).
In this study, the opinions of student teachers who used EBPST showed that several factors negatively influence the understanding and use of educational research among student teachers.These factors included the academic jargon and statistics used in educational research, lack of reporting of detailed sample activities, lack of time, unavailability of resources, the unfamiliarity of students with EBPST, and limited physical capacity of schools.Similar findings were reported in studies exploring why the lack of following and adopting educational research and related methods among educational practitioners  (Dagenais et al., 2012;De Jong, 2004;Latham, 1993;Shkedi, 1998;Yildirim et al., 2014).

CONCLUSION
In this study, mixed methods research design, the student teachers in experimental groups were instructed to adopt EBPST.In contrast, control group student teachers used traditional methods (existing curriculum) in their teaching.Findings were obtained to determine how EBPST influences student teachers' teaching practices and their attitudes towards education research.Data were collected with TASTER and 'Focus Group Interviews.' The quantitative findings of this study, conducted through Quasi-experimental methods, showed that compared with the control group, the student teachers who utilized EBPST had an increased positive attitude towards educational research.Thus, according to the results of this study, we can say that student teacher' use of EBPST have affected their attitudes towards educational research.Furthermore, the experimental group used activities by arranging the template created through prior master or dissertation thesis for EBPST.In contrast, the control group used activities created through textbooks in the existing program (MNE, 2013).
The qualitative finding of this study, conducted through focus group interviews with student teachers in the experimental group, was obtained their opinions on the applicability of EBPST.The factors which positively influence attitudes towards understanding educational research and applying EBPST were using group work in developing and planning EBPST, observing the positive effect of such practice on students, undertaking a scientific research methods course, and the opportunity to access details of teaching activities provided in the theses.However, student teachers' opinions who used EBPST showed that several factors negatively influence the understanding and use of educational research among student teachers.These factors included the academic jargon and statistics used in educational research, lack of reporting of detailed sample activities, lack of time, unavailability of resources, the unfamiliarity of students with EBPST, and limited physical capacity of schools.
Considering the findings of this study, we recommend the addition of core undergraduate courses that focus on improving attitudes and increasing the understanding and the use of educational research in teaching.In addition, the student teachers' opinions reported in this study could be used to tailor the content of such courses.

LIMITATIONS AND RECOMMENDATIONS
The results of this study are limited to elementary student teachers in science teaching, and the student teachers were located in a university and a city.This limits the extent to which these findings can be generalized to different student teachers.Nevertheless, EBPST made by student teachers appears effective for attitude, understand, and using of educational research.Although this is a smallsized study, it does present whether EBPST interventions focused on attitude, understanding, and use of educational research are a worthy research investment.We suggest that future research efforts should enhance how EBPST interventions can be optimized for understanding and using educational research.

Table 1
Research design

Table 2
Internal consistency of TASTER recordings.Five questions were determined for the focus group interviews under the guidance of two academic staff members who have previously published in the field.

Table 3
Teaching intervention

Table 4
Means for each item

Table 5
Independent samples t-test for pretest-TASTER scores

Table 7
ANCOVA of posttest-TASTER with pretest score as a covariate

Table 8
The state of understanding and use of educational research by student teachers 'Working in groups allows us to understand and to use in the practice of academic theses relatively easily.'[ST3]'When we worked in groups when one did not understand a point, he would raise it.

Table 9
Student teachers' attitudes towards educational research To be honest, as I used these applications, the preconceptions I had regarding scientific research and articles were overcome.'[ST11]'AsIstarted to cover topics in the theses, I started to develop a positive attitude towards theses.' [ST6] 'For example, if I did not use the concept maps and concept cartoons, I would not have believed that the theses are applicable in classrooms.' [ST5] For example, in the science textbook, the topic was for high school students.In the teaching methods books, sample activities are not appropriate for the level of students.'[ST1]'Thesampleactivities given in teaching methods books are not appropriate.'[ST12]Level of students 'Our students are not the same students as those in the theses.' [ST9]Belief 'There is no emphasis in the press regarding following and using research' [ST11] 'Now we followed research, but I also had the chance to look at the journal article over the weekend as I was curious about concept-based learning.'[ST7]'Forexample, I joined a website so I can use scientific studies in other topics.'[ST5]Negative attitudes School facilities 'We have difficulties in finding enough materials in laboratories.Classes are crowded; the applications are not appropriate for them.' [ST10] Preconceptions/bias 'New methods come up every day.It is hard to keep up to date.' [ST1] 'When I read the thesis, I think we cannot apply the same methods.'[ST9]