TEACHING METHOD ADOPTED BY BASIC SCIENCE TEACHER AND IMPLICATION FOR CHILDREN’S CONCEPTUALIZATION OF SCIENCE

CHAPETR ONE

INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

Abstract

This study is on teaching method adopted by basic science teacher and implication for children’s conceptualization science. The total population for the study is 200 staff of selected primary schools in Etiti local government of Enugu state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made headmasters, science teachers, senior staffs and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

 CHAPTER ONE

INTRODUCTION

• 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:

1. To identify various teaching methods adopted in basic primary science teaching.
2. To identify the implication of primary science teaching methods.
3. To recommend the best teaching methods for primary science teaching.
4. To identify some teaching problems and solutions in Nigerian academic institution.

1.4 RESEARCH HYPOTHESES

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

H₀:  there are no various teaching methods adopted in basic primary science teaching

H₁:  there are no various teaching methods adopted in basic primary science teaching

H₀²: there is no implication of primary science teaching methods

H₂:  there is implication of primary science teaching methods

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 AND LIMITATION OF THE STDUY

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. The researcher encounters some constrain which limited the scope of the study;

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
3. c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities.

 1.7 DEFINITION OF TERMS

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.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

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