Teaching Conceptions of Inquiry-based learning among Nigerian secondary school physics teachers
Inquiry-based learning (IBL) is gaining popularity in science education worldwide. Unfortunately, many teachers are yet to comprehend its pedagogical modulus operandi especially in West Africa and Nigeria, in particular, maybe due to their teaching conception that is still inclined towards teacher-c...
محفوظ في:
| المؤلفون الرئيسيون: | , |
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| التنسيق: | مقال |
| منشور في: |
Psychological
2020
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| الموضوعات: | |
| الوصول للمادة أونلاين: | http://eprints.utm.my/id/eprint/87224/ http://dx.doi.org/10.37200/IJPR/V24I5/PR2020254 |
| الوسوم: |
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| الملخص: | Inquiry-based learning (IBL) is gaining popularity in science education worldwide. Unfortunately, many teachers are yet to comprehend its pedagogical modulus operandi especially in West Africa and Nigeria, in particular, maybe due to their teaching conception that is still inclined towards teacher-centred paradigm. This paper is targeted at finding out the teachers’ teaching conception towards IBL in secondary schools in Kebbi State, Nigeria. Promoting Inquiry-based learning in Science and Mathematics (PRIMAS) questionnaire was administered to a sample of 85 Physics secondary school teachers in Kebbi State. Discriptive statistics was used to arrived at a mean value of 2.74 which represent the value of the physics teachers conception. Inadequate knowledge of IBL, teachers’ difficulty to apply the method, current practices (national curriculum and lack of adequate instructional materials) were found to be some of the respondents’ major conception. Professional development programs, curriculum review and IBL teachers’ welfare were some of the suggestions offered to improve the teaching conception towards IBL. |
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