TEACHING METHOD ADOPTED BY BASIC SCIENCE TEACHER AND IMPLICATION FOR CHILDREN'S CONCEPTUALIZATION OF SCIENCE
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TEACHING
METHOD ADOPTED BY BASIC SCIENCE TEACHER AND IMPLICATION FOR CHILDREN'S
CONCEPTUALIZATION OF SCIENCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
OF THE STUDY
One aim of
science teaching is to enhance pupils’ understanding of scientific concepts.
Another is to develop children’s capacity to understand scientific procedures
and to investigate scientifically. Understanding is a mental state, the product
of mental processes which infer relationships between elements of information
(Johnson-Laird, 1983, 1987; Halford, 1993). Teachers cannot give learners this
mental state but can attempt to support the mental processing which gives rise
to it. They might do this by providing conceptual structures which embody the
relationships or, paradoxically, by withholding such structures (Newton, 1996).
However, it would be wrong to characterize these as passive and active
learning. Both may require the learner to participate actively in constructing
meaning. Research in science education has placed more emphasis on children’s
understanding of scientific concepts with less emphasis on teacher trainees’
conceptualization of scientific concepts (Linder & Erickson, 1989; Driver,
1989; Yip, 1998). One reason cited for less emphasis on teachers’
conceptualization of science concepts is the belief that teachers had extra
time at the college/university level to focus on their studies and consequently
have acquired an understanding of scientific concepts (Linder & Erickson,
1989).
However, it
is becoming increasingly important to investigate teacher trainees’
conceptualization of scientific concepts because they will ‘talk and explain’
science concepts to children. Therefore, it is expected that teacher
preparatory institutions would teach teacher trainees in a way that places more
emphasis on knowledge construction and with less emphasis on knowledge
acquisition. Such a move would help teacher trainees to do the same to
learners.
Although
some studies have been conducted on teacher’ conceptualizations of biological
concepts, they are, however, very few indeed (Boo, 2005; Yip. 2007).
However,
these studies have been very helpful since they indicated biological concepts
in which teachers are deficient and possess misconceptions (Boo, 2005).
This current
study therefore aims at obtaining insights into teachers’ conceptualization of
immunological processes. In comparison to the wealth of information on some
concepts in biology, the research literature on teachers’ conceptualization of
immunological processes is under-represented yet immunological processes are
crucial to the life of all organisms on earth. Teachers therefore should have a
clear conception of immunological processes so that they are proficient at
explaining them to children. Furthermore, teachers’ understanding of
immunological processes would help them to explain HIV/AIDS pandemic better.
1.2
STATEMENT OF THE PROBLEM
Over time in
Nigeria, there has been several polices earmarked to enhance the teaching
method adopted in basic primary science teacher and implication for children
conceptualization. This was aimed at enhancing children’s level of productivity
and academic excellence at ensuring the overall adoption of effective teaching
methods. However, the performance of some teaching methods has gravely affected
the conceptualization of children’s understanding. In assessing the implication
of teaching method in basic primary science in Nigeria, certain indices were
used for analysis such as improved teaching aids. Analysis showed that certain
factors such as poor technical-know-how and method of teaching by the teachers,
lack of transparency, lack of effective relationship between the teachers and
the student.
1.3
OBJECTIVES OF THE STUDY
The
objectives of this study include:
To identify
various teaching methods adopted in basic primary science teaching.
To identify
the implication of primary science teaching methods.
To recommend
the best teaching methods for primary science teaching.
To identify
some teaching problems and solutions in Nigerian academic institution.
1.4 RESEARCH
QUESTIONS
What are the
various teaching methods adopted in basic primary science teaching?
What are the
implications of primary science teaching methods?
What are the
best teaching methods for primary science teaching?
What are the
teaching problems in Nigerian academic institutions?
What are the
solutions to the teaching problems in Nigerian Academic Institution?
1.5
SIGNIFICANCE OF THE STUDY
This
research work on teaching method adopted in basic primary science teaching and
implication for children conceptualization will provide typical information
that will be useful to both government and stakeholders in our various primary
and secondary schools.
Therefore
the emphasis is on increasing teaching efficiency and methods. The study will
help to promote a sound level of academic relationship and learning between the
teacher and the school children.
The study
would help to make academic stakeholders more knowledgeable and informed on how
best to achieve high performance and sound management in academic institution.
The research
work is important in that it would bring to lime light, the contributory factors
to these problems of poor management efficiency in tertiary institution and the
general implications on the system, the environment and the people that the
system is meant to serve.
The work
will also serve as a source of literature for students and researchers who may
want to carry out further researches on similar or related issue or topic.
1.6 SCOPE OF
THE STUDY
This
research work is actually carried out to examine the teaching method adopted in
basic primary science teaching and implication for children conceptualization
However,
this research works being a requirement for the award of National Diploma (ND).
Among other inhibiting factors, the researcher was constrained as a result of
limited time and insufficient funds.
Furthermore,
the prevalent economic crunch and the attendant financial and mobility
constraints played another devastating role in preventing the researcher to use
certain approaches and methods in the course of this study.
1.7
DEFINITION OF TERMS
Some
definitions of terms as used in the study were as below;
However, for
the purpose of this study, the terms defined include:
Collaborative:
A collaborative piece of work is done by two or more people or groups working
together.
Demonstration:
A demonstration of something is a talk by someone who shows you how to do it or
how it works.
Education:
Education involves teaching people various subjects, usually at a school or
college, or being taught.
Science:
Science is the study of the nature and behaviour of natural things and the
knowledge that we obtain about them.
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