TEACHER’S GUIDED INSTRUCTIONAL PROCEDURE FOR REFLECTIVE THINKING METHOD CONSISTING OF THE FOUR REFLECTIVE THINKING STAGES
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TEACHER’S
GUIDED INSTRUCTIONAL PROCEDURE FOR REFLECTIVE THINKING METHOD CONSISTING OF THE
FOUR REFLECTIVE THINKING STAGES
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Over the
years, several methods, techniques and strategies have been used in the
teaching of Basic Science in Nigerian classrooms for better delivery of the
contents, concepts, principles and philosophies of the Basic Science subject.
Majority of the activities carried out are teacher-centered (lecture method)
instead of student-centered (guided discovery method) and this in turn affects
how students understands the subject, as well as the overall students
performance in Basic Science. Although previous researchers have revealed that
most of the methods, techniques and strategies used by Nigerian teachers in
teaching of Basic Science subject in the classroom are not stimulating enough
to stir up students inquisition and curiosity to ask why, how, where and when a
particular answer or solution is arrived at. The students are more of passive
listeners during the period the class goes on and definitely, this will in no
way instill confidence and as well as the ability of the students to engage in
rational thinking, thought provoking discussions and argument on the whole
process of arriving at the solution to the problem. For students to be able to
be confident and independent of themselves there is need for responsibilities
to be placed on each and every one of them so as to make them value the
importance of every decision and choices made to arrive at any plausible
solution to a problem. This can be made possible by the teachers assigning
tasks that will spur-up the students’ curiosity to engage in critical and rational
thinking so as to arrive at the solution and at the same time will help in
building the student’s scientific personality.
The concept
"reflective thought" was introduced by John Dewey in 1910 in his
"How We Think", a work designed for teachers. Dewey admitted a debt
to both his contemporaries in philosophy, William James, and Charles S. Peirce.
Dewey's most basic assumption was that learning improves to the degree that it
arises out of the process of reflection. As time went on, terminology concerning
reflection proliferated, spawning a host of synonyms, such as "critical
thinking," "problem solving," and “higher level thought."
Reflective
practice is a disciplined inquiry into the motives, methods, materials, and
consequences of educational practice. It enables practitioners to thoughtfully
examine conditions and attitudes which impede or enhance student achievement.
Reflective teachers are of many things, amongst
(1) Are
responsive to the unique educational and emotional needs of individual students;
(2) Question
personal aims and actions; and
(3)
Constantly review instructional goals, methods, and materials (Pollard &
Tann, 1987).
The paradigm
of reflective practice is hardly a new one. In his seminal work, ‘How We
Think’, Published in 1909, John Dewey explained the concepts of reflective
thinking and teaching....
(Must
evaluate the potential solutions to the problem in light of existing
information, information that may be incomplete and unverifiable? Reflective
thinking requires the continual evaluation of beliefs, assumptions, and
hypotheses against existing data and against other plausible interpretations of
the data. The resulting judgments are offered as reasonable integrations or
syntheses of opposing points of view. Because they involve on-going
verification and evaluation, judgments based on reflective thinking are more
likely to be valid and insightful than beliefs derived from authority,
emotional commitment, or narrow reasoning (Dewey, 1933, 1938). (King and
Kitchener, 1994, p. 6-7) John Dewey and King and Kitchener propose that
individuals engage in reflection when they encounter problems with uncertain
answers. When no authority figure has an answer, when they believe no one
answer is correct, and when the solution cannot be derived by formal logic. The
uncertainty or the belief in uncertainty is the essential requirement in this
case for reflective thinking to occur. An individual must acknowledge that some
problems may not be solved by one absolute truth
1.2 THE STATEMENT OF THE PROBLEM
The overall
performance of Nigerian students in Basic Science has not been at its best over
the years, mainly because the methods, techniques and strategies used in
teaching the subject are not that stimulating and scientific enough, and this
has led to students’ poor performance in the subject. There is no denying the
fact that the aforementioned factors militate against optimum students’
performance in the Basic Science subject in the Nigerian classrooms. Most of
these methods only spoon feeds the students with answers and solutions to
problems while denying them the knowledge of the processes that led to the
answers and solutions. Also majority of the class activities are
teacher-centered instead of being student-centered. This will only make the
students a shadow of their teachers instead of them becoming a reflection of
pure knowledge. For the students to be more confident of the knowledge they
seek to acquire, there is need for task that will spring-forth rational
reasoning and reflection to be assigned to the students.
Therefore,
this research work will look into how the Reflective thinking strategyeffects
students’ performance in Basic Science and also whether students that are
exposed to the reflective practice approach perform better than those that are
not exposed to the practice.
1.3 THE PURPOSE OF THE STUDY
This
research project work is to find out the following;
1. To identify how ‘Reflective thinking
strategy’ affects students’ academic performance in Basic Science.
2. To establish If ‘Reflective thinking
strategy’ and its practices can make students understanding better the
principles, concepts and contents of the Basic Science subject compare to other
teaching strategies and methods used in the teaching of Basic Science.
3. To determine whether the performances
of students who are exposed to the reflective practice approach (deep approach)
and those who are not (surface approach), significantly differ in their
academic performances in Basic Science.
4. To determine each of the four stages of
‘Reflective thinking strategy’ on overall students’ academic performance in
Basic Science.
5. To establish reasons why ‘Reflective
thinking strategy’ should be exposed to students of Basic Science by their
respective teachers in their respective schools.
1.4 THE SIGNIFICANCE OF THE STUDY
This study
on “The effect of Reflective thinking strategy on students’ achievement in
Basic Science in Nigeria classrooms” intends to identify the important role
the‘Reflective thinking strategy’ plays on students’ academic performance and
what the students stand to benefit if exposed to the reflective thinking
practice.
This
research will also benefit the Education Ministry, Schools and Teachers by
offering a teaching method that has been found to involve all levels of Bloom
taxonomy and secondly the research will highlight the advantages a reflective
practitioner has over a non-reflective practitioner.
On the
whole, this research project work will emphatically bring to the knowledge of
the public that the teaching of Basic Science is expected to lay a sound basis
for scientific and reflective thinking so as to create a radical change in
teaching strategy from chalk and talk science teaching to enquiry.
1.5 RESEARCH QUESTION
1. Does Reflective thinking strategy have
any effect on students’ academic performance in Basic Science?
2. Does Reflective thinking strategy make
students understand better the principles, concepts and contents of the Basic
Science compared to the traditional teaching method (lecture method) that is
generally used in the teaching of Basic Science in Nigeria’s classrooms?
3. Is there any difference in the
mean-score performance of students that are exposed to Reflective thinking
strategy and those who are not in Basic Science?
1.6 FORMULATION OF HYPOTHESIS
This hypothesis would be tested
in this study:
There will be no significant effect
of reflective thinking strategy on the academic achievement of students exposed
to reflective thinking strategy, and those not exposed to the strategy in the
teaching of Basic science.
1.7 SCOPE AND DELIMITATION OF THE STUDY
This
research project work was carried out in Ajeromi Ifelodun Local Government Area
of Lagos State with a population of about 3 million people. The scope of this
study was strictly confined to methods and strategies used in the teaching the
subject, its effects on students’ academic achievement and also ways of
encouraging students’ to engage in reflective thinking.
This
research work was highly limited by some factors. The problem of finance,
non-conformity of people, lack of textbooks and finally the Academic Staff
Union of University (ASUU) strike all militated against this research project
work.
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