Sciencing Activities and Scientific Skills of Children at Pre-Primary Level in Nigeria

Autor/inn/en	Akintemi, Eileen Oluwakemi; Oduolowu, Esther Abiola
Titel	Sciencing Activities and Scientific Skills of Children at Pre-Primary Level in Nigeria
Quelle	In: International Online Journal of Primary Education, 10 (2021) 1, S.106-118 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akintemi, Eileen Oluwakemi) ORCID (Oduolowu, Esther Abiola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1300-915X
Schlagwörter	Science Activities; Science Process Skills; Skill Development; Preschool Children; Instructional Effectiveness; Preschool Education; Hands on Science; Informal Education; Teacher Guidance; Ethnicity; Gender Differences; Public Schools; Foreign Countries; Nigeria + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Unterrichtserfolg; Informelle Bildung; Nichtformale Bildung; Lehrerberatung; Ethnizität; Geschlechterkonflikt; Public school; Öffentliche Schule; Ausland
Abstract	Science is taught at the pre-primary level to foster scientific skills, essential for learning science at other levels of education. There is evidence that children are deficient in the scientific skills of observation, classification, communication, measurement, prediction and inference. This problem has been attributed to teachers' non-use of sciencing activities for children. This study was, therefore, carried out to determine the effects of sciencing activities (formal and informal) on pre-primary school children's scientific skills in Ibadan, Nigeria. The pretest-posttest control group quasi-experimental design was adopted. Three public primary schools were purposively selected from three Local Government Areas in Ibadan, Nigeria. An intact pre-primary class was used from each school, and randomly assigned to Formal Sciencing (17), Informal Sciencing (19) and Control (24) groups. Science Process Skills Rating Scale (r=0.73) was used to measure the scientific skills of children before and after exposure to sciencing activities. Data was analysed using descriptive statistics, Analysis of covariance and Scheffe post-hoc test. There were significant main effects of treatment on children's scientific skills (F[subscript (2, 57)]=47.72; partial [eta][superscript 2]=0.65). Among the recommendations made was that sciencing activities should be adopted by pre-primary teachers to foster scientific skills of pre-primary school children. (As Provided).
Anmerkungen	International Online Journal of Primary Education. e-mail: editor.online.iojpe@gmail.com; Web site: http://www.iojpe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01