Elementary teachers' perception on the implementation of the goals of science and technology domain and science learning area

The present research aimed to investigate how teachers perceive the implementation of the goals of the science and technology education domain and science learning areas in elementary schools. This research is a qualitative research in terms of the type of data and applied research in terms of purpose. Among the various methods of qualitative research, phenomenological research method was used. Data collection tools were open questionnaires, diaries, semi-structured interviews and field, and reflective notes. The data analysis method was deductive and considering the three categories of self, task, and impact, which reflects the stages of teachers' concern in implementing change/innovation. The findings showed that the most important self-concerns expressed by teachers were related to the deep understanding of the documents related to the Fundamental Educational Reform; the imitative practices in the implementation of these documents, and the interference of different projects and the pressure of their implementation on school staff. Regarding task concerns, the majority of participants mentioned the lack of time and a context supportive of change to facilitate implementation. Impact concerned teachers were concerned about the impact of the change on student’s learning. This research depicted that the majority of the participants called for providing them with a deep understanding of the documents related to the Fundamental Educational Reform. The implementation of the Fundamental Educational Reform documents is facilitated when teachers and other agents have a clear vision of the change at school levels.