Relationships between High School Teachers' Understanding and Their Reported Practices of Inquiry-Based Pedagogy in Science Classrooms in Nigeria

Autor/in	Ogegbo, Ayodele Abosede
Titel	Relationships between High School Teachers' Understanding and Their Reported Practices of Inquiry-Based Pedagogy in Science Classrooms in Nigeria
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 25 (2021) 2, S.125-136 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ogegbo, Ayodele Abosede)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2021.1965790
Schlagwörter	High School Teachers; Science Instruction; Teaching Methods; Inquiry; Case Studies; Science Teachers; School Districts; Likert Scales; Content Analysis; Teacher Student Relationship; Teacher Attitudes; Class Size; Active Learning; Pedagogical Content Knowledge; Foreign Countries; Correlation; Nigeria (Lagos) + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Science; Science teacher; Wissenschaft; School district; Schulbezirk; Likert-Skala; Inhaltsanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Klassengröße; Aktives Lernen; Pädagogische Kompetenz; Ausland; Korrelation
Abstract	This research examines the relationship between high school teachers' understanding and reported practices of inquiry-based pedagogy (IBP) in science classrooms in Nigeria. A sample of 11 science teachers from an education district in Lagos, Nigeria, was chosen for this case study. Data were collected using a semi-structured questionnaire, which combined closed Likert-scale items (analysed using descriptive statistics) with open-ended questions assessing understanding and reported practices of inquiry in science classrooms, supplemented by semi-structured interviews (analysed using content analysis) with sampled teachers. Teachers' understanding of inquiry-based pedagogy was categorised into four clusters: teacher asks questions, students respond; teacher sets questions, students engage in project activities; teacher sets the context, students generate questions; and teacher sets the context, students generate questions and conduct investigations. However, responses to Likert scale items within each of the four clusters revealed patterns of reported practices that were unrelated to teachers' understanding of IBP. Although teachers within the same cluster shared a similar understanding of IBP, their reported practices varied owing to factors such as time constraints, overcrowded classrooms, teachers' beliefs, insufficient provision and utilisation of technological resources, as well as ineffective professional development for inquiry teaching methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01