The Nature of Practical Work in Secondary School Agricultural Science in (Lagos State) Nigeria: A Case Study

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Salau, Adetola A.
Titel	The Nature of Practical Work in Secondary School Agricultural Science in (Lagos State) Nigeria: A Case Study
Quelle	(2023), (241 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-7949-0
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Agriculture; Agricultural Education; Agricultural Production; Science Teachers; Public Schools; Urban Schools; Secondary School Teachers; Work Experience; Education Work Relationship; Curriculum Development; Teaching Methods; Formative Evaluation; Educational Resources; Secondary Schools; Nigeria + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Landwirtschaft; Agriculture; Education; Landwirtschaftliche Ausbildung; Ausbildung; Production; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Employment experience; Job experience; Occupational experience; Berufserfahrung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Sekundarschule
Abstract	The population of sub-Saharan Africa is projected to grow to 1.52 billion by 2050, which means that food production must significantly increase at the same rate to ensure that there is reduced impact to the environment. Society's major challenges include energy security, national security, public health, and climate change, all of which are interconnected with the global food and agriculture enterprise. Educational institutions that teach students about agriculture science are in a unique situation to help boost the next generation of leaders and professionals required to tackle these challenges (Stubbs & Myers, 2015). How Nigerian schools plan for and enact experiential, practical work in teaching and learning of agricultural science at the precollege level has implications for how students are prepared to address career trajectories in agricultural science, and by extension, the challenges of food security. This study sought to understand how agricultural science teachers in three urban, public schools in Lagos State, Nigeria, perceive, plan, enact, and assess practical work in agricultural science. More specifically, this study documented (a) agricultural science teachers' knowledge and understanding of practical work in the curriculum, (b) their process for unit and lesson plan development, (c) their approach to assessment of practical work, (d) their process in the enactment of practical work, (e) the benefits and challenges of enactment of practical work, and (f) the resources and support available to enact practical work in agricultural science in the context of urban public schools. This case study followed a qualitative, naturalistic approach with teacher interviews, classroom observations, and artefact analysis as the main data sources. Dewey's theory of education, Namptota et al.'s (2020) science teaching orientation spectrum, and Rogan and Aldous's (2005) implementation of practical work framework framed this study. This study was guided by the following research questions: (1) How do agricultural science teachers in three urban public schools define and understand, and plan for practical work in the context of agricultural science? (2) What are the instructional approaches that guide agricultural science teachers' enactment (in terms of strategies, classroom dynamics, teacher-student interactions, student-student interactions) of practical work in their agricultural science course? (b) How do agricultural science teachers engage formative assessment in the enactment of practical work in agricultural science? (3) What resources and supports are available for agricultural science teachers in their enactment of agricultural science? (b) What were the major challenges that teachers identified as they reflected on the types of support and resources? The main findings revealed that Nigerian teachers' conceptions of practical work focused on a mix of content lecture and hands-on practice work; as field-based, student-focused, and hands-on for targeted learning in agricultural science. Still yet, there was a mismatch with the instructional approaches that were primarily didactic, teacher centered with teacher-led demonstrations that were highly procedural. Similarly, the assessment approaches were summative with a focus on correct answers, thus discounting the power of formative assessment and the development of content alongside practical skills for agricultural production. The major institutional and classroom supports came in the form of district-based professional development and teachers' personal experiences with family farming. Finally, teachers identified time and lack of farming space in urban contexts as the major challenges in enacting agricultural science. Altogether, the findings revealed that teachers are enthusiastic for enacting agricultural science. However, there were numerous missed opportunities to engage content, competencies, and habits of mind and personal, familial experiences that promote the best approaches to prepare agricultural science learners for the 21st century. The findings have implications for targeted teacher training, curriculum development, and instructional and assessment approaches for agricultural science. Finally, there is a critical need to reconceptualize 21st century precollege agricultural science for dense, urban spaces in the African context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01