Teachers’ Perspectives and Practices on Teaching the Properties of Matter

Abstract This study investigates the perspectives and practices of teachers regarding teaching the properties of matter in elementary and middle schools in Italy and Turkey. The study employed a quantitative research design, utilizing questionnaire to gather data from a sample of teachers. The findings indicate that there are differences in the subtopics and concepts that teachers prioritize when teaching about the properties of matter, as well as in the methods and techniques they use. The study also found that there was a significant difference in the perspectives of teachers based on the country they worked in, but no significant difference was observed in the practices of teachers based on the country and school they worked in. These findings suggest that the country in which a teacher works has a greater impact on their perspectives on teaching the properties of matter than the level of school they work in. Future research may explore additional factors or variables that could influence teachers’ perspectives and practices on teaching the properties of matter in different countries.